IMPLEMENTING REWARD AND PUNISHMENT TO IMPROVE …myteachingmaterials.weebly.com/uploads/1/5/1/2/15125968/best_2012... · for the Sarjana Pendidikan Strata Satu degree By: ... observasi

SKRIPSI

IMPLEMENTING REWARD AND PUNISHMENT TO

IMPROVE CLASSROOM DISCIPLINE OF PRESCHOOLERS

IN MUSIC AND NUMBER LESSONS

In partial fulfillment of the requirements

for the Sarjana Pendidikan Strata Satu degree

PRIMARY EDUCATION PROGRAM

FACULTY OF EDUCATION

UNIVERSITAS PELITA HARAPAN

KARAWACI

NAME : YOHANNA OKTAVIA ENGGELINA SIAHAAN

STUDENT ID NO. : 31420080027

ABSTRACT

Yohanna Oktavia Enggelina Siahaan (31420080027)

IMPLEMENTING REWARD AND PUNISHMENT TO IMPROVE

CLASSROOM DISCIPLINE OF PRESCHOOLERS IN MUSIC AND

NUMBER LESSONS

(xiii + 99 pages; 1 figure; 6 tables; 18 appendices)

Based on the observation which was done in ABC Preschool, a private

Christian preschool in West Jakarta, it was found that disruptive behaviors often

appeared in the classroom. One of the reasons was that the rules were not enforced

through consequences. Thus, the researcher decided to implement reward and

punishment in order to deal with this problem. The aim of this research was to

investigate the effects of implementing reward and punishment on

preschoolers‘classroom discipline in music and number lessons.

The method of this research was Classroom Action Research (CAR),

which was conducted from July 26 to November 4, 2012. This CAR consisted of

two cycles and involved 26 students. A qualitative descriptive analysis was the

technique used to analyze the data.

The data result from the instruments which were mentor‘s checklists, the

teacher educator‘s observation sheets, and the researcher‘s journal reflections

supported the conclusion that the classroom discipline had been improved through

implementing the reward and punishment system in both music and number

lessons. Therefore, despite its limitations, a reward and punishment system could

be an alternative disciplinary technique to improve discipline in a classroom,

especially at the preschool level.

Key words: reward, punishment, classroom discipline, consequences

References: 50 (1971-2011)

ABSTRAK

Yohanna Oktavia Enggelina Siahaan (31420080027)

PENERAPAN HADIAH DAN HUKUMAN UNTUK MENINGKATKAN

DISIPLIN KELAS KELOMPOK BERMAIN DALAM PELAJARAN

MUSIK DAN ANGKA

(xiii + 99 halaman; 1 gambar; 6 tabel; 18 lampiran)

Berdasarkan observasi di kelas Kelompok Bermain TK ABC, sebuah

Taman Kanak-Kanak Kristen swasta di Jakarta Barat, ditemukan perilaku-perilaku

yang mengganggu pembelajaran sering timbul. Hal ini dikarenakan tidak adanya

konsekuensi yang disediakan bagi siswa yang mengikuti maupun melanggar

aturan yang telah disepakati. Maka, peneliti memutuskan untuk menerapkan

hadiah dan hukuman untuk mengatasi masalah ini. Tujuan penelitian ini adalah

untuk mengetahui efek penerapan hadiah dan hukuman terhadap disiplin kelas

Kelompok Bermain dalam pelajaran musik danangka.

Penelitian ini adalah sebuah Penelitian Tindakan Kelas (PTK) yang

dilaksanakan pada 26 Juli sampai dengan 4 November 2011. Penelitian ini terdiri

dari dua siklus yang melibatkan 26 orang siswa. Data yang didapat dianalisa

dengan menggunakan teknik analisis kualitatif deskriptif.

Hasil data dari instrumen-instrumen seperti checklist mentor, lembar

observasi dosen pembimbing lapangan, dan jurnal refleksi peneliti mendukung

kesimpulan bahwa disiplin kelas telah meningkat melalui penerapan hadiah dan

hukuman di kedua pelajaran, baik musik maupun angka. Maka dari itu, tanpa

mengesampingkan kelemahannya, sebuah sistem hadiah dan hukuman dapat

menjadi sebuah alternatif teknik pendisiplinan untuk meningkatkan disiplin dalam

kelas, khusunya pada kelas level bawah.

Kata kunci: hadiah, hukuman, disiplin kelas, konsekuensi

Referensi: 50 (1971-2011)

FOREWORD

There are no other words which could express my gratitude, but ―Praise the

Lord!‖ for His enduring mercy and showers of blessings that enabled me to teach

and conduct this research. To God be the glory, all praises and honor.

These people have been inspiring, helpful, and supporting to me during the

days of the ―uphill battle‖. Therefore, I would like to deliver my deepest gratitude

1. Dr. (HC). Ir. Jonathan L. Parapak, M.Eng., the Rector of Universitas Pelita

Harapan.

2. Gary A. Miller, Ph.D, the Vice Chancellor of Universitas Pelita Harapan.

3. Connie C. Rasilim, M.Pd, the Dean of Teachers College; for her inspiring

and strengthening words in many occassions, especially during Morning

Devotion.

4. Dr. Sylvia Primulawati, the Research Supervisor; for her dedication to

supervise me, to guide my thought, and to revise my words. Her spirit and

excelent works have been inspiring me.

5. All lecturers of Teacher College Faculty, who were and are teaching me

during my study in this university; for their teaching has transformed my

6. All Staff of Teachers College Faculty; for their great work and ministries in

ensuring that TC program might run properly.

7. My parents, Yan Sihar Siahaan and Berliana Limbong; for their loving care,

supports and prayers.

8. My lovely siblings, Meiline Harliana Siahaan, Desria Ayu Putri Siahaan,

Boas Fabian Siahaan, Sara Aprilia Siahaan, Tesalonika Nava Lee Siahaan,

and Yabestin Siahaan; for your being.

9. My ―Eben-haizer‖ Utidang (Rusti Febrina Siagian), my prayer tower,

Diannita, my lovely friend, Jilly, Anita, Benny Blessing; for your presence,

supports and for being thoughtful.

10. Kak Melda; for your generousity and care.

11. Pak Novel Prijatna, my counselor; for your encouraging words.

12. Opung Andreas Hutagalung and opung boru; for your supports and prayers.

13. My LADORE Family; for such great experience we had.

14. My roomates 609 family; for such learning and sharing moments.

15. My class 3ED1; for evey moment we had together.

16. TC HoPe Ministry; for your prayers.

17. All TC students; for the word ―Semangat!‖ when passing by.

18. Many more people whom I cannot identify here.

The writer realizes that in this study there are still many weaknesses.

Therefore, critiques and suggestions from readers will be very beneficial for the

researcher. Hopefully, this final project can be useful for all people who read it.

Karawaci, March 16, 2012

TABLE OF CONTENTS

ABSTRACT ........................................................................................................... v

ABSTRAK ............................................................................................................ vi

FOREWORD ....................................................................................................... vii

TABLE OF CONTENTS ..................................................................................... ix

TABLE OF TABLES ........................................................................................... xi

TABLE OF FIGURES ........................................................................................ xii

APPENDECES ................................................................................................... xiii

CHAPTER I INTRODUCTION .......................................................................... 1

1.1 Background of The Study ......................................................... 1

1.2 Research Question ..................................................................... 3

1.3 The Purpose of The Study ......................................................... 4

1.4 Benefits of The Study................................................................ 4

1.5 Definition of Terms ................................................................... 4

CHAPTER II LITERATURE REVIEW ............................................................ 6

2.1 Discipline .................................................................................. 6

2.2 Reward and Punishment .......................................................... 15

2.3 Moral Development Stage of Preschoolers ............................. 30

2.4 Music Lessons ......................................................................... 31

2.5 Number Lessons ...................................................................... 32

2.6 The Relationship of Reward and Punishment and Classroom

Discipline ........................................................................................... 34

CHAPTER III RESEARCH METHODOLOGY ............................................ 37

3.1 Research Methodology............................................................ 37

3.2 Research Setting ...................................................................... 39

3.3 Research Procedures ............................................................... 42

3.4 Data Collection and Research Instruments ............................. 48

3.5 Data Analysis .......................................................................... 53

CHAPTER IV ANALYSIS AND DISCUSSIONS ........................................... 55

4.1 Precycle ................................................................................... 55

4.2 Cycle One ................................................................................ 57

4.3 Cycle Two ............................................................................... 76

4.4 The Comparison of Cycle One and Cycle Two ...................... 90

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ................... 92

5.1 Conclusions ............................................................................. 92

5.2 Recommendations ................................................................... 93

REFERENCES .................................................................................................... 96

TABLE OF TABLES

Tabel 2.1 Finding from Stage and Quiroz Study .................................................. 34

Table 3.1 Time Allocation .................................................................................... 42 Table 3.2 Mentor‘s Checklist ................................................................................ 51 Table 3.3 Summary of Variables, Instruments, and Indicators ............................. 53 Table 3.4 Coding ................................................................................................... 54

Tabel 4. 1 The Comparison of Cycle One and Cycle Two ................................... 91

TABLE OF FIGURES

Figure 3. 1 Spiral Model by Kemmis and McTaggart .......................................... 38

APPENDICES

APPENDIX A Lesson Plans & Mentor‘s Feedback

APPENDIX B Mentor‘s Checklists

APPENDIX C Teacher Educator‘s Observation Sheets

APPENDIX D Journal Reflections

APPENDIX E Photographs

APPENDIX F Christian Education Transformational Reflection Journal

CHAPTER I

INTRODUCTION

1.1 Background of The Study

Many educators believe that discipline is very crucial for a successful

teaching-learning process in a classroom. Classroom discipline is a classroom

with an orderly condition where students follow the rules that are set (Rachman,

1998, p. 168). This order condition helps the students to act and behave in ways

that contribute positively to the classroom learning community (Van Brummelen,

2009, p. 184). Jones & Jones (2007, p. 323) explicitly stated that student learning

is significantly affected by the creation of safe, calm settings in which disruptions

to the learning environment are minimized. Besides, Wong & Wong (2009, p.

107) added that a classroom can be said to be effective when the students can

learn well, give greater attention towards the lesson, are being cooperative,

apreciate each other, show high self-discipline and work on tasks diligently.

Obviously, learning will not run well if there are many distractions. Therefore, it

is inevitable that classroom discipline is very needed in terms of educational

success in the classroom.

It is true also for Christian teachers from a godly perspective. The

Scripture has described that God is a god of order (I Corinthians 14:33 & 40). He

created all things in order. He sustains all systems in this earth to keep them in

order by giving laws. Not only gives the laws He also maintains the laws working

consistently. As God loves order, Christian teachers are also called to build

orderliness in their classroom so that the students can be equiped well to develop

their God given potentials.

Nevertheless, the fact in the field was not like that. When the researcher

ran her internship in a preschoolin West Jakarta, she found many disruptions

emerged during the learning sessions. Rather than contributing positively, the

students were being reluctant toward the researcher‘s instruction about the

activity. Some of the students tended to disturb friends and ended up with

fighting. Some students just went outside of the classroom without asking

permission. Even though for each session, the researcher had communicated what

the students must do and must not do during the session, the students just broke it,

anyway.

That condition showed that the classroom discipline was not beiing

applied yet in the researcher‘s classroom. Consequently, the teaching-learning

process was hindered. The researcher had to put so much energy in order to keep

the students on-tasking and all at once to deal with any distraction which

appeared. This classroom really needed a system that guided the students to be in

the right track. Because there was no such a system, in order to have the students

stop their disruptive behaviors, the researcher gave threats such as bringing them

home or taking their bags, etc. These threats worked at first, but then it even

caused other disruption to emerge. Instead of teaching the students to behave

appropriately, the existence of those threats only showed the researcher‘s

inconsistency that might lead the students to disrespect the rules and the authority.

The students that were entrusted to be taught by the researcher were

preschoolers whom Piaget classified into the stage of ―morality by constraint‖.

His study indicated that young children were not capable to understand why

certain behaviors are acceptable or unacceptable (Fields & Fields, 2006, p. 49).

Adding to this, Kohlberg (as cited in Riyanto & Handoko, 2004, p. 22) classified

the preschoolers into ―pre-conventional stage‖. She characterized children‘s

behavior in this stage based on the desire to avoid punishment and to gain rewards

(Hetherington, Parke, Gauvain, & Locke, 2006, p. 596). Both of these views

agreed that the preschoolers need adults‘ guidance to help them understand about

what is regarded as right and wrong. Hence, it could be said that the students

became indiscipline because their understanding about morality was blur. Long

before these studies was made, God has been mentioned in the Old Testament to

teach children about the Laws repeatedly (Deuteronomy 11:19). It means that

these preschoolers still needed help to understand and to behave the acceptable

behavior in the classroom.

Therefore, the researcher intended to implement a reward and punishment

system in order to improve the preschoolers‘ classroom discipline. By

implementing such concrete consequences, it was expected that the students could

understand more about what was regarded as acceptable and unacceptable

behavior in the classroom so that it became their provision before entering the

school age. The implementation focused on two learning sessions which were

music and number lessons.

1.2 Research Question

As outlined above, the problem found in this study was related to a lack of

classroom discipline of the prescholers. The research question was to be ―what are

some effects of implementing reward and punishment in improving preschoolers‘

classroom discipline in music and number lessons?‖

1.3 The Purpose of The Study

The purpose of this research is to investigate the effects of implementing

reward and punishment on preschoolers‘ classroom discipline in music and

number lessons.

1.4 Benefits of The Study

By doing this research, it is expected that it will provide beneficial

contributionsto teachers, and the researcher.

1.4.1 For teachers:

a) Teachers will have another alternative to establish a well-disciplined

classroom.

b) Teachers will get suggestions and information about preschoolers‘ moral

development from theories and a Christian worlview to apply suitable

ways of disciplining and nurturing them in the classroom.

1.4.2 For researcher:

a) The researcher will get the experience of doing classroom action research

and evaluating the strengths and weaknesses of implementinga reward and

punishment system.

b) The researcher will be able to improve her skill in handling students‘

discipline problems in class.

1.5 Definition of Terms

1.5.1 Reward

A reward is an appreciation that is given after someone follows the rule

(Wong & Wong, 2009, p. 195).

1.5.2 Punishment

A ppunishment is a penalty that is given after someone breaks the rule

(Wong & Wong, 2009, p. 195).

1.5.3 Classroom Discipline

Classroom discipline is a classroom with an orderly condition where

teachers and students follow the rules that are set (Rachman, 1998, p. 168).

1.5.4 Preschoolers

Preschoolers are students who are at the age of two years seven months up

to three years eight months (ABC Preschool).

1.5.5 Music Lessons

Music lessons are lessons in which the preschoolers sing repeatedly so that

they can sing it precisely using lyrics and melody (Eggen & Kauchak, 2007,

p. 213).

1.5.6 Number Lessons

Number lessons are lessons in which the preschoolers learn to recognize the

basic concepts about numbers (Heruman, 2008, p. 3).

CHAPTER II

LITERATURE REVIEW

In this chapter, there will be discussions about classroom discipline,

reward, punishment, moral development stage of preschoolers, musik lessons and

number lessons as viewed from theories and Christian perspective.

2.1 Discipline

2.1.1 Classroom Discipline in Christian Perspective

God is a god of order (I Corinthians 14:33 & 40). He created all creatures

in a good order. There are laws and rules that maintain all the systems in this

earth. God also loves a community that runs in order not in chaos, including the

classroom community. He wants the students to live in order; to be discipline.

Therefore, Christian teachers are called create a well-disciplined classroom.

Classroom discipline was a provision for students‘ life as they go mature

and live among the community. Dobson said (2004, p. 11), ―they need favor to

learn how to deal with challenges and obligations in life‖. Discipline training in

the classroom helps the students learn to develop self-regulation so that to work

on responsibilities and talents that God has given them in their life. Moreover,

God gives promise to those who live a discipline life, as written in Proverbs 2:7,

―God gives helpful advice to everyone who obeys him and protects all of those

who live as they should.‖ He promises wisdom, understanding, and protection to

those who live with discipline. All of these are keys of successful life in this earth.

For not prosperity that makes people rich, it is wisdom and understanding which

always lead them to manage their life better.

On the other hand, the aim of discipline according to Van Brummelen

(2009, p. 65) is to make students become Christ‘s disciples and live in His way.

He added that discipline is an opportunity strive against sin, to figure out

weaknesses, to build peace and generousity, and take part in the holiness of God

(Hebrews 12:10). Tan & Chan (2004, p. 35) said that discipline is a proccess of

learning thoughts and character to yield self-control. To train discipline in the

students is to help the themdevelop their self-control and self-direction towards

their sin nature and weaknesses and that leads them to be Christ-like.

Hebrews 12 verse 11 has been stated that ―no discipline seems pleasant at

the time, but painful. Later on, however, it produces a harvest of righteousness

and peace for those who have been trained by it. ‖Discipline will be unpleasant

for the students—and also for the teacher whom firstly learnt to be disciplined and

one who implements the consequences. It takes time and engages emotion.

Somehow, studentslacked understanding about the motivation of the teacher

establishing discipline allows the teachers to confront many conflicts in the

action. No person likes to be controlled. However, those who have grown up in a

positive discipline training, will more easily to live the values of the Christian life,

such as self-control, obedience, and respect. Inspite of the unpleasant moments,

teachers must establish the discipline in their classroom. So that the students may

harvest peace in their life journey as they have been trained to battle their sinful

nature and to maximze God given opportunity to grow and become like Jesus.

Last, but very important, teaching discipline is actually an act of love.

Hebrews 12:5-6 clearly stated that, ―do not make light of the Lord‘s discipline,

and do not lose heart when He rebukes you, because the Lord disciplines those he

loves, and he punishes everyone he accepts as a son‖ (compare to Proverbs 3:11-

12). It is explicitely stated that it is because God loves us therefore He disciplines

us. It is also true for the students. A teacher who loves their students will train

their students to be discipline because she realizes that it will influence the

students‘ future. She realizes that living in a lack of discipline will cause the

students to difficult to adjust with life obligations, even more it can cause them

very difficult to live a godly life for they were not used to control themselves.

2.1.2 Classroom Discipline

The word of discipline comes from the same word as ―disciple‖—one who

learns from or voluntarily follows a leader (Hurlock, 1999, p. 392). In a classroom

context, the leader who is in charge is the teacher. Santoso (1979, p. 127)

described that discipline means obedient to rules that prevail in the society,

whether in the form of law, custom or other association manners. In line with this,

Rachman (1998, p. 168) suggested that a disciplined classroom is a classroom

with an order condition where students follow the rules that are set. Adding to

these suggestions, Van Brummelen (2009, p. 184) said that discipline in a

classroom help the students to act and behave in ways that contribute positively to

the classroom learning community. Thus, it can be concluded that classroom

discipline means a condition of orderliness in which the students follow the rules

that are set in the classroom so that they cancontribute positively in the learning

process.

According to the above definition, a disciplined classroom is indicated by

the students who follow the rules that are established in the classroom. Wong&

Wong (2009, p. 85) briefly mentioned some characteristics of a well-managed

classroom, they are:

a) students are deeply involved with their work, especially with academic, teacher-led

instruction,

b) students know what is expected of them and are generally successful,

c) there is relatively little wasted time, confusion, or disruption,

d) the climate of the classroom is work-oriented but relaxed and pleasant.

To be more detailed, Thompson (2007, p. 350) shared three important

characteristics of well-disciplined classes. First, students and teacher know and

understand the rules and procedures that guide the entire class. It means there are

rules established in the classroom and which surely have been explained to the

students. The rules could be ―obey the teacher‘s instruction‖, or ―raise your hand

if you want to go to the toilet‖, and so on. Second, the focus is on learning and

cooperative behavior. Students who are focused on learning, usually are shown by

their eyes being kept on the teacher. Third, there is a persistent tone of mutual

respect and even affection among students and between students and their teacher.

A well-discipline classroom will have less students interferring with the teacher‘s

teaching or their friends‘ learning. The students will follow the teacher instruction

in relation to the learning process. They will also communicate when they are

going outside of the classroom. Specifically, Thompson‘s (2007) well-discipline

basic characteristics were synthesized to be the indicators of classroom discipline

in the ABC Preschool context. They were:

1) follow teacher‘s instruction,

2) eyes on the teacher,

3) no disturbing friends, and

4) raise hands when asking to outside of the classroom.

Those are the classroom discipline‘s indicators that are going to be attained in this

research.

Before going further in exploring how to improve discipline in a

classroom, it is better to firstly discuss why discipline is significant to be

established in a classroom.

2.1.3 The Importance of Classroom Discipline

An effective teaching-learning process is desired by all teachers. However,

the fact has been shown that the teaching-learning process will always deal with

classroom discipline problems. Many cases have shown that classroom discipline

problems have a negative impact on teacher effectiveness and even career

longevity (Levin & Nolan, 2007, p. 34). It was reported some teachers spend as

much as 30% - 40% of their time addressing discipline problems (Walsh, 1983as

citedin Levin & Nolan, 2007, p. 32). If teachers can cope with it, they will feel

satisfaction on their profession; otherwise, it might cause a depression and lead

them into retirement.

In addition to this, recent studies reported that disruptive behavior reduces

the time spent on learning, encourages misbehavior in other students because of a

ripple effects, and may cause fear in other students, with a resultant decrease in

school attendance and academic achievement (Levin & Nolan, 2007, p. 37).

Marzano (2003, p. 53) added that if teachers and students do not feel safe, they

will not have the necessary psychological energy for teaching and learning. These

arguments actually make sense since the students are human being who have the

feeling of security and insecurity. A student who is often being teased by his

friend may feel insecure to be in the classroom and rather to find protection at

home.Moreover, when fightings are often happened in the classroom neither the

teacher nor the students will feel safe to be in the classroom.Some studentsare

difficult to concentrate whenever the other students keep being off-task and

interfere with their learning. Besides, the teacher could be also frustating and it

affects his or her teaching. If the teachers do not find ways to cope with this

situation, consequently, it likely causes the academic achievement to decrease.

Otherwise, both teachers and students enjoy a classroom that less

distractions and disruptions in the teaching learning process.The students realize

that in the classroom they are free to learn, their friends are respectful and they are

protected by the teacher. The teacher also addresses the lesson optimally. This

condition will only happen if classroom discipline has been established. This

thought is supported by Bafadal (2004, p. 12) who suggested that a learning

management program must be directed toward the attempt to create an orderly

and positive learning situation which means to create classroom discipline. No

matter how well a learning activity is designed and prepared, if the students in the

classroom are undisciplined, the learning objective will not be met. Thus, it is not

excessive if Moelichatoen (1993 as citedin Bafadal, 2004, p. 37) said that

students‘ discipline is the most important factor that determines the success of

education.

Afterall, Ryan (2008, p. 114) mentioned that attitude affects achievement.

No matter how smart the student is, if he is not disciplined, he will not achieve his

maximum points. This is confirmed by Rua‘s statement (Rusdinal & Elizar, 2005,

p. 131) that said, discipline is the key of success. Because, people who are already

trained in discipline have a greater chance to be successful than the undisciplined

people.

Connecting to child development, discipline is actually very important in

fulfilling the development needs of children. Hurlock (1999, p. 393) mentioned

some childhood needs that are fulfilled by discipline:

- Discipline gives children a feeling of security by telling them what they may and

may not do.

- By helping children to avoid frequent feelings of guilt and shame for misbehavior—

feelings that inevitably lead to unhappiness and poor adjustment—discipline enables

children to live according to standards approved by the social group and, thus to win

social approval.

- Through discipline, children learn to behave in a way that leads to praise that they

interpret as indications of love and acceptance—essentials to successful adjustment

and happiness.

- Developmentally appropriate discipline serves as an ego-bolstering motivation which

encourages children to accomplish what is required of them.

- Discipline helps children to develop a conscience—the ―internalized voice‖ that

guides them in making their own decisions and controlling their own behavior.

Rimm (2003, Rusdinal & Elizar, 2005, p. 135) added that the purpose of

discipline in children is to direct them to learn about what is regarded as goodas

they prepare for the maturity when they must depend on self-discipline. Simply,

discipline protects children from frequent feelings of guilt and shame that lead

them into unhappiness. If children are trained to be disciplined early on, it will be

to their advantage as they mature and live among the community with high

demands.

From above discussion, it can be concluded that there are so much

advantages when a classroom supports discipline. It is beneficial both for the

teacher in delivering the lesson as well as the students in achieving academic

success. Moreover, discipline training actually contributes to children‘s

development needs. It protects them from the feeling of guilty and shame. For

they have been trained to develop self-regulation and self-control among the

demanding community. That is why the researcher also concerns in improving the

discipline of the preschoolers. In the next section, there will be suggesstions of

how to improve a classroom discipline.

2.1.4 Improving Classroom Discipline

To improve the discipline in a classroom, firstly, it must be identified the

common discipline problems arise in the classroom. From the common discipline

problems, target behaviors were set followed with implementing a good

disciplinary system to address the target behaviors in the classroom so that the

classroom discipline improves.

2.2.3.1 Identifying Discipline Problems

A classroom is identified as having discipline problem if the students show

either off-task or disruptive behaviors. A student is off-task when he is not

attempting to follow the teacher‘s directions, to listen, nor to contribute to the

discussion had been directed (Cangelosi, 2004, p. 10). Other common day-to-day

off-task student behaviors are talking and walking around the classroom (Levin &

Nolan, 2007, p. 33). Nevertheless, not all of off-task behaviors interfere others‘

learning. Changelosi (2004, p. 5) said, although younger students‘ behavior

problems might be bothersome, in most cases these students neither pose a threat

nor act violently. Some of off-task behaviors need to be addressed because they

distract the teacher and other students. Off-task behaviors such as students‘

talking to one another during times allocated for listening to a presentation,

interrupting a speaker, being generally discourteous, clowning, and acting out

violently are usually disruptive (Changelosi, 2004, p. 10). In the preschool where

the researcher conducted this research, discipline problems that most arised were

not following the teacher‘s instruction, fighting with friends, and going outside of

the classroom without the teacher‘s permission. Those were to be the target

behaviors that were going to be addressed.

2.2.3.2 Implementing A Good Disciplinary System

The target behaviors have been set, next is to find a good disciplinary

system. Van Brummelen (1998, p. 69) mentioned at least four ways that a teacher

should exercise discipline in their class:

1) first and foremost, structure your classroom learning so that pupils can work

productively and have a measure of responsibility of their own learning decisions.

Pupils who are engaged in well-planned, meaningful activities are less likely to

disrupt and more likely to develop self-discipline,

2) secondly, be a role model for pupils, particularly in showing and demanding respect,

3) thirdly, establish and enforce rules that encourage obedience to God‘s laws,

especially those relevant for the classroom situation,

4) fourthly, set and enforce consequences that attempt to refocus pupils‘ eyes on serving

God in all their actions while helping them experience His grace.

He listed structured and meaningful activities as the first and the foremost

component that improve classroom discipline, than the teacher as a role model,

rules that are enforced by consequences. Boyntons (2005, p. 3) also outlined four

components that, when implemented directly, are crucial for establishing an

effective classroom discipline system. They are positive teacher-student relations,

clearly defined parameters of acceptable student behaviors, monitoring skills, and

consequences. Wong & Wong (2009, p. 152) confirmed those two statements, that

rules must have consequences. They argued that some students know that they can

break the rules because the aftermath is consistent and predictable: Nothing will

happen to the violator. It sounds like students test their teachers. In fact, that is

true. First, because the students have fallen into sin and their tendency are towards

rebellion against the law, and second, Hurlock (1980, p. 126) also mentioned that

some preschoolers do violation in testing the authority to see how far they can do

something out of punishment. That is why a good disciplinary system must

include consequencesthat follow after the rules; and certainly structured and

meaningful activities, a roled-model teacher, and positive relationship between

teacher and students or among the classroom community cannot be regardless.

From above discussion, it has been mentioned that a good disciplinary

system provided rules which are followed by consequences. In the next section,

there will be discussion about consequences that is spesifically explained about

reward and punishment.

2.2 Reward and Punishment

2.2.1 Reward and Punishment in Christian Perspective

In the Scripture, it is described that God gives not only reward but also

punishment. In Romans 2:6-12 clearly stated that:

―God will reward each of us for what we have done. He will give eternal life to everyone

who has patiently done what is good in the hope of receiving glory, honor, and life that

lasts forever. But he will show how angry and furious he can be with every selfish person

who rejects the truth and wants to do evil. All who are wicked will be punished with

trouble and suffering. It doesn't matter if they are Jews or Gentiles. But all who do right

will be rewarded with glory, honor, and peace, whether they are Jews or Gentiles. God

doesn't have any favorites! Those people who don't know about God's Law will still be

punished for what they do wrong.‖

The most powerful example of combined reward and punishment is the death of

Christ on the cross. God gives punishment to His Son in order to reward all sinful

men an eternal live.

God gives different kinds of reward. He gives are eternal life for those

who believe and follow the life of Jesus. For those who obeyed their parents He

gives long living. Even God also rewards Job with materials after his

perseverance tested. God also gives different kinds of punishment. In the Old

Testament, He made people die if they do not obey the rules of entering His Holy

Temple. Moses was punished for being not obedient to God‘s command. For Saul

and Samson, God punished them by took away His Spirit from them. It caused

them suffer for being driven by their self-desires.

The Scripture describes that God gives reward and punishment is aimed to

have the men live according to His will. That is true that the punishment that God

has given to Moses, Saul, Samson, and many other examples in the Scripture

became an alarm for us to keep aware about our way of living.

God is a god of order. He gives either rewards or punishments within a

procedures. Firstly, He gave the expectations, commands or rules to be enacted by

His children. One of the example is, in Matthew 19:29, Jesus said that ―everyone

who has left houses or brothers or sisters or father or mother or children or fields

for my sake (expectations) will receive a hundred times as much as will inherit

eternal life (reward). In terms of King David‘s, God gave warning to Him in order

to give chance to be repentance. Besides, He is also very strict and consistent in

applying consequences. Jesus stated on Matthew 25:28-29,

―Take the talent from him and give it to the one who has the ten talents (punishment). For

everyone who has will be given more, and he will have an abundance. Whoever does not

have, even what he has will be taken from him.

In the parable of the Talents, God gives social encouragement before giving the

rewards. He said, ―Well done, good and faithful servant!‖. If it could be

sythesized, God implements reward and punishment by firstly telling the rules,

telling the reward and the punishment, consistently implement them, and giving

social encouragement to support the behavior. God also gives warning for whom

God sees will repent after he was warned.

From above descriptions, reward and punishment was given by God the

Highest Authority to men His creature. In the classroom context, teachers are

given the authority to give reward and punishment in terms of disciplining the

students. Nevertheless, they must be carefull in roling the authority. Unless, they

give reward and punishment for the sake of their power. Therefore, before

implementing a reward and punishment system, the researcher would like to dig

deeper her understanding about reward and punishment as well as the

characteristic of the students that were entrusted to the researcher during the

internship.

2.2.2 Reward

2.2.2.1 The Definition of Reward

Educators often use the word ―reward‖ with its synonym ―positive

reinforce‖, ―positive consequence‖, or ―support‖. Robinson (1992, p. 149) gave a

definition of reward (support) as an implementation or disappearance of some

stimulus that will increase the frequency of the attitudes. Further, Lang & Evans

(2006, p. 187) said that a reward is something desirable that students earn for

suitable behavior. To be effective, a reward must be pleasing and loved by the

students (Rusdinal & Elizar 2005, 167). Thus, a reward can be defined as

something desirable that students earn for suitable achievement, effort, or

behavior.

2.2.2.2 The Types of Rewards

There are many types of rewards which can be used in the classroom. As

has been discussed before reward itself already has the strengths and weaknesses,

thus teachers who are given wisdom, must thoughtfully consider which type of

reward that is most effective for their students regarding their level and their

interest. Here below are some of the types that are suggested as well as the

explanation of their restrictions.

a) Social Encouragement/Recognition

Social encouragement refers to behaviors of other people that increase the

frequency student‘s behavior. It could be a smile, saying positive things to

students, saying ―great‖, ―good‖, ―nice‖, and ―super‖ (Jones & Jones, 2010, p.

398). Unfortunately, this form of reinforcement does not provide the students with

specific information on which aspect of behavior is being reinforced. Therefore, it

is important to describe the behavior being praised. Rather than saying, ―That‘s

nice, Bill,‖ when Bill listens attentively, the teacher might say, ―Bill, I appreciate

the way you are listening to the discussion. It should help you do well on the

assignment.‖ This social encouragement may be given after a positive behavior

demonstrated. However, the studies had shown that social reinforcement is not a

powerful enough reinforce to bring about prompt or significant change for all

students (Jones & Jones, 2010, p. 400).

b) Activity Reinforcement

Activity reinforcement involves student in various preferred activities

when demonstrating the desirable behavior. There are several suggestions that

could be used as activity reinforcers, such as being group leader, going first,

running errands, collecting materials, helping clean up, helping teacher, playing

games in class, etc. The common problem that arises when using this reinforcer is

delayed gratification (the student becomes frustrated while waiting for the

reinforcement) (Jones & Jones, 2010, p. 403).

c) Token Reinforcement or Tangible Reward

Token reinforcement refers to a system in which students receive

immediate reinforcement in the form of a check, chip, star, or other tangible item

that can be traded in for reinforcement at a future time. Before introducing a token

system, teacher should determine specifically how each step will be

accomplished. There are five basic steps to implementing a token reinforcement

system in the classroom (Jones & Jones, 2010, p. 402):

1. Determine when and with whom the program should be implemented.

2. Select the specific behaviors to be reinforced.

3. Decide when tokens will be dispensed. There are two ways that are

suggested, randomly and in a timeframe.

4. Determine how to dispense tokens. It can be giving mark on the students‘

desk or dispensing to them one by one.

5. Select a procedure for recording tokens earned. Most token systems

involve earning tokens over a specified period. Thus, it is necessary to

devise a system for recoding the number of tokens each student has

accumulated. Likewise, because students can trade tokens in for preferred

activities, a record of tokens spent and remaining must be kept.

Marzano (2005, p. 43) emphasized two critical points about applying tangible

rewards (token reinforcement): (1) explain the meaning of the tokens along with

the rationale behind using them, (2) continually monitor the use of them to ensure

that students do not view them as a bribe or a form of coercion, but rather as a

healthy motivator. Research has demonstrated that tokens are most effective if

awarded for positive behaviors and taken away for negative behaviors (Kaufman

& O‘Leary, 1972 as cited Marzano, 1998, p. 36).

d) Curtailment of Activity

Activity curtailment refers to any situation in which inappropriate student

behavior is followed by removal of a desired activity. The problem is students

may behave inappropriately in order to receive what appears to the teacher to be a

punishment but the student views as a relatively positive consequence. Continuing

to use a curtailment of activity might prevent the student from dealing with

important social skill deficits that causes problems on the playground (Jones &

Jones, 2010, p. 404).

From all those types, ―token reinforcers‖ are much a part of school life. It

promises to provide a reward if students behave appropriately for a designated

period (Jones & Jones, 2010, p. 39). Hurlock (1999, p. 400) stated that to younger

children, a more tangible reward, in the form of a gift, is usually better understood

than a special treat. There are several tokens suggested, such as sticker, pictures,

stars, etc. (Djamarah, 2005, p. 120). Thus, in this research, token reinforcer in the

form of star sticker was used for the reward and it was designed to be given at the

end of the session. As it suggested by Elizar & Rusdinal, the reward was recorded

in a poster called Bintangkuposter so that after the students could gain five or

more reward at the following week, they were given two big stickers as the

―prize‖. Social encouragement was also used to support the students who did the

appropriate behavior during the session.

2.2.2.3 The Importance of Reward

A classroom that has rules must provide an appreciation to those who

follow the rules. Thordike (1913 as cited in Seefeldt & Wasik, 2008, p. 185)

hypothesized that every behavior that is followed by reward or reinforcer will be

repeated; every behavior that is not followed by giving reward or unreinforced

will be decreasing. Shortly, reward enforces rules. However, reward also has a

restriction, which is a student likely becomes dependent upon praise or reward to

do the appropriate behavior (Djiwandono, 2006, p. 277). Thus, Arends (2008, p.

199) said that giving rewards must be followed by a thorough discussion about the

rationale behind so that the students may see the aim of the reward given.

2.2.2.4 The Implementation of Giving Reward

To have an effective reward that increases students‘ positive behavior, the

teacher needs to understand the students closely so that stimuli that used

beneficial for them. Rusdinal & Elizar (2005, p. 167-169) suggested several

conditions of giving reward in Preschoolers, they are:

1. pleasing and loveable for children,

2. there are balance between material reward and social encouragement,

3. given systematically,

4. given only after a desirable behavior conducted. It is not a bribe,

5. stable and consistent, every day is the same,

6. enough, not too much.

2.2.3 Punishment

2.2.3.1 The Definition of Punishment

Punishment is synonymous with ―penalty‖ or ―negative consequence‖.

Wong & Wong (2009, p. 195) mentioned that punishment or negative

consequence is a penalty that is given after someone breaks the rule.Lang &

Evans (2006, p. 187) stated that a penalty (punishment) is something undesirable

that occurs because of inappropriate behavior. Robinson (1992, p. 149) gave

another definition about punishment as an implementation or disappearance of a

stimuli that will decrease the attitudes frequency. While Purwanto(1991 as cited

in Djamarah, 2005, p. 197) defined punishment as an infliction that is given or

intentionally caused by someone (parent, teacher, etc.) after an offense, misdeed,

or fault occurred. Therefore, punishment is something undesirable earnedbecause

of inappropriate behavior. Purwanto (1991 as cited in Djamarah, 2005, p. 197)

suggested that punishment should be able to make the convicted person feels the

sorrow that he has made a mistake and he regret that. In Djamarah‘s opinion,

punishment is an educational tool (Djamarah, 2005, p. 197).

2.2.3.2 The Types of Punishment

Some types of punishment that has been found effective includes the

following (Eggen & Kaucak, 2007, p. 173):

a) Desists. Desists are verbal or nonverbal communications teachers use to stop a

behavior (Kounin, 1970). A simple form of presentation punishment, such as a

teacher putting her fingers to her lips, signaling ―Shh‖. When administered

immediately, briefly, and unemotionally they can be effective (Emmer et al., 2005;

Evertson et al., 2003);

b) Timeout. Timeout involves removing a student from the class and physically

isolating him or her in an area away from classsmates. Typically used with young

children. It is effective for a variety of disruptive behaviors (Pfiffner & Barkley,

1998);

c) Detention. Similar to timeout, and typically used with older students, detention

involves taking away some of the students‘ free time;

d) Response cost. Response cost involves the removal of reinforcers already given

(Zhou, Goff, & Iwata, 2000).

The punishment chosen for this research was response cost that was

implied by taking away one sticker.

2.2.3.3 The Aim of Giving Punishment

Djamarah provides three perspectives of punishment with a significant

different aim. They are punishment from the perspective of the law, punishment

from socio-anthropological perspective and punishment from an educational

perspective or so-called pedagogical punishment. From law and socio-

anthropological perspective punishment is aiming for revenge, improvement,

protection, amelioration, indemnification or frightening. In regards to nurturing

students, these two perspectives are inappropriate to be used. While in

pedagogical perspectives, punishment are aimed to smooth the pathway for

education and learning objectives. Its intention is to improve students‘ attitude,

behavior and action toward better alignment with moral ethics and values in the

society (Djamarah, 2005, p. 202). Robinson (1992, p. 161) added by stating that

the core of punishment is to attract child‘s attention so that he knows that his

attitudes are unacceptable in the society. As they experience the punishment, the

students may realize that they are out of line and thus they deserve to get the

punishment.

In conclusion, pedagogical punishment is the aim of using punishment that

is appropriate for students which emphasizes improving behavior not for

frightening the students.

2.2.3.4 The Implementation of Punishment

Both reward and punishment cannot be given randomly. There has to be

system that applied to them. Djamarah (2005, p. 197) says that a punishment is

given when there is fault. Once the offense occurs, the punishment must be given

in a manner that do not stop the lesson. Wong & Wong (2009, p. 197) stated that,

―when you see a violation of one of the rules, immediately implement the penalty

(punishment). Implement the penalty (punishment) quietly as you continue the

lesson and the class continuous their work.‖

Van Brummelen (2009, p. 193) suggested that punishment is necessary

when there is deliberate and repeated violating of the rules, but it should come

only after warning. He emphasized that when students need to be warned or

reprimanded, avoid doing so in demeaning, belittling, or sarcastic manner that

could strip them of their self-worth; they are entitled to as persons made in God‘s

image (Colossians 3:21). One suggestion offered as a warning is calling name.

Eggen & Kauchak (2007, p. 212) who said, calling on students by name is one of

the most powerful attention-gathers. In administering reprimands or punishment,

teachers need to make sure that they are in full control of theirselves. Punishing in

anger often leads to regret.

If necessary, after the punishment was given, teachers communicate with

the student about why he gets punished. Van Brummelen (2009, p. 193) suggested

―to communicate with the punished students at appropriate times that it is not your

actions but theirs that cause punishment‖. Because, the best opportunity to

communicate is often appeared when after a punishment implied (Dobson, 2004,

p. 45). Probably at the end of the session the communication may take place.

After the session, there was cognitive approach for one of the offendee. This

opportunity was made to teach about life virtue which was every behavior had its

consequence. It guided the student to reflect on his behavior and to remind him

about the appropriate behavior. This idea was in response to the suggestion of

Dobson (2004, p. 45) who said that the best opportunity to communicate is often

appeared when after a punishment implied.

2.2.3.5 Pros and Cons of Punishment

There are many pros and cons about using punishment in a disciplinary

system. Some people say that punishment can cause trauma or stress. A Christian

psychologist, Robinson,opposed this argument by saying that it is not the

undesirable situation which causes the trauma, but the inconsistency of the

punishment giver. He said, there is nothing more difficults for children than

receiving the contrary signals administered to them. The inconsistency that yields

the unsureness can be the key that causes psychological conflict that caused the

trauma. He even said that it is to be the key of effective brain-washing. This is

arguable, for example, a student who is given the same punishment as what has

been set in the classroom, whenever he violates the rule, he will know that it is the

consequence of his fault. While, a student who are not told the punishment for

violating the rule and once at a time he is punished with different severity of

punishment, he will have the feeling of trauma.

Rousseau (Djamarah, 2007, p. 189) extremely opposed teacher‘s

intervention regarding students‘ behavior improvement. He agreed with natural

punishment or logical consequences. For him, education must give full freedom to

the students. Because all children are born in purity, thus let them learn the

education from nature. In regards with punishment, he suggested natural

punishment. For instance, when a little child touches the ember, once he touches

it, he feels that the ember causes his hands burned. The consequence of his

attitude is his hand blister. Therefore, he will not repeat the same action.

Christians believe that children is the fallen image-bearers of God. Since

the falling of sin (Genesis 3) all men that are born have inherited the sinful nature.

This perspective opposes the Rousseau‘s believe that children is born in

purity.From an educational perspective, particularly in classroom context, this

kind of natural punishment is not effective to be applied. This does not mean to

neglect the importance of the natural consequence, but it is very needed by the

students to be facilitated with concrete consequences. Through teacher‘s

intervention, students will learn about values, moral ethics and develop their

common sense as their preparation to live in the community as well as in their

spiritual life. It is so unfair, if a child is expected to act as what the community

demanded him without anyone tells him so. Consequently, the child will suffer

mal-adjustment or even become anti-social (Hurlock, 1999, 393). In addition to

this, Djamarah (2007, p. 198) said that the natural punishment can be harmful to

children and sometimes destroy them. There is also concern that children who are

allowed to grow up by themselves will live their life to fulfill their lush, rebelll,

and meaningless about life. Rousseau‘s natural punishment is not an intentional

and purposeful punishment, whereas pedagogical punishment has the aim to

educate students. Moreover, pedagogical punishment contains educational values

and is covered by love. Love is the boundary of giving a punishment by Christian

teacher as the Scripture says that ―Love is patient, love is kind. It does not envy, it

does not boast, it is not proud. It is not rude, it not selt-seeking, it is not easily

angered, it keeps no record of wrongs‖ (I Corinthians 13:4-5).

Johann Heinrich Pestalozzi (1746-1827) and Maria Montessori (1870-

1952) are another two early childhood educators who disapproved of rewards and

punishments. They believe that child‘s self-dignity could best be developed by

intrinsic motivation. Nevertheless, children, like everyone, alter their actions

based on short-term anticipated consequences. Robinson (1992, p. 161) added that

the core of punishment is to attract child‘s attention so that he knows that his

attitudes disapproved in the community.It is confirmed by Eggen & Kauchak‘s

view (2007, p. 183). They said that student who breaks a classroom rule, and is

not reprimanded (offendee) is more likely to break the rule in the future. That is

why a consequence must be concrete particularly for the youngsters so that they

know that they have done wrong and in advance they will choose to obey the rule.

In the Scripture, it is said that Jesus is The Great Shepherd (Hebrews

13:20) used rod and staff to guide and redirect the sheeps into the right pathway

(Psalms 23:3-4). It sometimes causes unpleasant experience for the sheep, but the

Shepherd has the aim to save the sheeps from danger. As the Spirit who always

guides, Christian teachers are also called to guide the students in their classroom.

The illustration about ―rod and staff‖ refers to rules, reward and punishment that

keep the students on the right track. Even though giving punishment is unpleasant

both for the students and the teacher, however, as long as it is consistent and the

aim is to redirect the students into the right path, Christian teacher must do it

obviously based on principles that have been discuss before.

2.2.4 Combined Reward and Punishment

From those studies above, it hasbeen discussed that a reward will be

effective when it is combined with the punishment. However, using reward and

punishment is also required skills and thoughtful ways in order to make it

effective. Arends (2008, p. 197) had shared three steps in designing an effective

reward and punishment, which are (1) identify the desired behavior, (2) identify

the stimuli that effective, and (3) use skill in using the reinforcer to support the

desired behavior.

After the three principles had been accomplished, the reward and

punishment now can be applied in the classroom. There are several characteristics

of implementing an effective reward and punishment in the classroom. Firstly,

explaining the rules from the beginnning of the session. As Cangelosi (2004, p.

128) said that the sooner students know about the standards and procedures, the

more time they will have to practice following them. According to Manning &

Bucher(2007, p. 268), rules must be set in positive tone—listing the things

students should do rather than the things they should not do. Thus, rules must

consist of positive statement rather than negative statements. Van Brummelen

(2009, p. 187) said, give clear directions, and tell students exactly when they are

to follow your instructions. It was obviously needed in explaining the rules,

teachers must discuss how to apply it in a concrete examples. For the rules must

be understandable so that the students could follow it. Besides, Good and

Brophy‘s (1997 as cited in Levin and Nolan, 2007, p. 149) said that when

communicating the rules, it entails a clear communication in discussing of what

the rules are and a rationale for each and every one.Riyanto & Handoko (2004, p.

27) also suggested that teachers need to give reason when applying rules in the

classroom and the important of being obedient. It means that after the rules are

discussed about the application, teachers must emphasize the purpose or the

rationale behind each rule. For purposefully stated rules appeal to the common

sense of students and lead them to be thoughtful about their behaviors (Cangelosi,

2004, p. 123). For instance, by saying, ―if you disturb your friends, can he learn

well?‖ the students will think of their distructive behavior could inflict others.

Secondly, reward and punishment need to be introduced to the class.

Arends (2007, p. 200) suggested that consequences must be also mentioned after

the rules were explained. It means to inform the students about the reward for

following the rule and the punishment for not following the rule. For instance,

giving star for following the rules and not given star for not following the rules.

This also requires information about the technique used for giving the reward as

well as the punishment. For instance, sticking star sticker on the poster at the end

of the session and after the end of the week those who get the most will get two

big stickers. A reward and punishment system that is explained in the beginning

of the session makes the students encouraged to regulate their behavior during the

session.

Thirdly, be consistent. Reward and punishment will only work well when

it is applied consistently (Arends, 2007, p. 200). Consistent means a degree of

uniformity or stability (Hurlock, 1999, p. 400). Stability to those who follow the

rules must be given the reward but to those who do not follow them must be given

the punishment. To be consistent also means to conform the procedures of giving

the reward and punishment system. If the reward is promised to be given at the

end of the session, it must be fulfilled, or if the punishment is given after 3 times

warning, it must be done so. Hurlock (1999, p. 401) said, consistency fosters

respect for rules and for people in authority. A teacher who commits to be

consistent, deserves students‘ respect, and thus he is actually roling the God given

authority in the classroom. For students—and all people respect person who is

consistent with his words.

Fourthly, give encouragement and support. This is suggested by Rusdinal

and Elizar (2005, p. 168) who said, in giving rewards, teacher can balance it with

giving social encouragement. Social encouragement refers to behaviors of other

people that tend to increase the frequency of which a student emits a behavior

(Jones & Jones, 2010, p. 398). It could be a smile, saying positive things to

students, saying ―great‖, ―good‖, ―nice‖, ―super‖, etc. Social encouragement can

function to maintain the students‘ appropriate behavior and to confirm what they

had done so far was in the right track.

In applying reward and punishment, teacher-students relationship cannot

be regardless. Because, the quality of teacher-child relationships is related

concurrently and productively to children‘s scholastic and behavioral competence

in the early school years (Hamre, Pianta, & Rollins, 1995 as cited in Goldstein &

Brooks, 2007, p. 9). Canters (1992 as cited in Manning & Bucher, 2007, p. 54)

believe that:

A system based on positive interactions and positive recognition will ―encourage

students to continue appropriate behavior.‖ As a result, the students‘ self-esteem will

improve, behavior problems will be reduced, and there will be a positive classroom

environment for the teacher and students.

As what has been mentioned in the previous section, a good disciplinary system

put teacher-student relationship as an important element. For if the students do not

have the sense of being loved by the teacher, neither they will listen to the teacher

nor will learn the educational value of the discipline.

Afterall, the weakness of implementation both reward and punishment

system is, it needs more time and energy (Arends, 2007, p. 202). It is true

because, to explain the system, evaluate it, to stick the reward on the poster and to

supervise the offense need more time and energy even costs. Using a system at the

first time always requires time and energy at first, but later, until it becomes usual,

it results more efficient time and energy as it goes by.

Again, to implement any disciplinary technique, good teachers must

consider about the level of the students. Therefore, in the next section, there will

be discussion about the characteristic of the preschoolers. Since this study deals

with character and morality, thus, the discussion will focused on the moral

development stage of preschoolers.

2.3 Moral Development Stage of Preschoolers

To have a realistic expectation to the students in preschool, it is

significantly important to know at what level of development stage the students

are. According to Piaget, moral development occurs in year seven below is called

―stage of moral realism‖ or ―morality by constraint‖. They judge acts as ―right‖ or

―wrong‖ in terms of their consequences rather than in terms of the motivations

behind them. They totally disregard the intentionality of the act. An act is

regarded as ―wrong‖ because it results in punishment either from other human

beings or from natural or supernatural forces (Hurlock, 1999, p. 390). Lawrence

Kohlberg sees that, ―pre-conventional stage‖ is identified in preschoolers up to

grade three (Riyanto & Handoko, 2004, p. 22). She characterized children

behavior based on the desire to avoid punishment and gain rewards (Hetherington,

Parke, Gauvain, & Locke, 2006, p. 596). Both of these views agreed that the

preschoolers need adults‘ guidance to help them understand about what is

regarded as right and wrong. Long before these studies was made, God has been

mentioned in the Old Testament to teach children about the Laws repeatedly

(Deuteronomy 11:19). It means that these preschoolers still needed adult‘s help to

understand and to behave the acceptable behavior in the classroom. To strenghten

this statement, Proverb (19:18) says that, ―Chasten your son while there is hope,

and let not your soul spare for his crying‖. Not regardles its context, this verse

even speaks out that the children need to be punished whenever they did wrong.

In conclusion, reward and punishment is needed to develop their

awareness about the acceptable and unacceptable behavior in the classroom.

2.4 Music Lessons

The main learning objective for music lesson in this research was to sing

the song ―1234‖ precisely with the lyric. Preschool children retained sequential

verbal information using melodies (Wolfe & Hom, 1993 as cited in Greata, 2006,

p. 115). When presented with a new song, children will first learn the rythm and

then the melody song to increase familiarity (Bentley, 1996; Davidson,

McKernon, & Gardner, 1981 as cited in Greata, 2006, p. 117). Children enjoy

repeating familiar songs (Pound & Harrison, 2003, p. 27). Joanne Grieat (2006, p.

124) said that very young children learn songs in bits and pieces and need

repetition. Therefore, in learning the song, the students would do more in

repetition. In order to have the students able to remember the lyric, one technique

suggested by Carol Seefeldt and Barbara A. Wasik (2008, p. 313) is using hands

movements; means following the song lyric with hand-movements such as up and

down or drinks the medicine. This idea was implemented in the lesson when this

research was conducted. By learning singing, students can be also invited to give

thanks to God for they have been given voice to sing nicely and they can use it to

worship God (Psalms 149:1). Reflecting to this, at the end of the session, the

researcher invited the students to say thanks to God in prayer for giving them

voice so that they could sing nicely.

2.5 Number Lessons

The objectives of number lesson in this research was to recognize the

number three concept. According to Heruman (2008, p. 3), the first step of

teaching mathematical concept is instiling basic mathematical concepts; it is

indicated by the word ―recognize‖. In this step, media and teaching tools are

expected to be used in order to open the bridge of students concrete thingking into

the new abstract concepts. Rusdinal and Elizar (2005, p. 26) also stated that

teacher has to design learning environment in order to have the children actively

explore, interact with their peers, teacher and teaching tools. Thus, to have the

students achieve the concept, they must be provided concrete materials. As they

interact with it they experience the learning actively. Teacher‘s role in learning is

to guide and direct the students learn actively and productivelyRusdinal & Elizar

(2005, p. 26).

There are certain kinds of cognitive activity that engages children. Gifford

(2005, p. 17) identified five main cognitive activities:

1. Rehearsing

2. Making connections

3. Representing and symbolizing

4. Predicting

5. Spotting errors and incongruity

Gifford said that children readily corrected their friends‘ and their own mistakes.

A readiness to spot errors and incongruity is important for revising

misconceptions. This process was called ‗accommodation‘ by Piaget (1951;

Gifford, 2005, p. 20) and involved ‗cognitive conflict‘, which he recommended

that teachers should promote by providing contradictory evidence and discussion.

Brunner (1966 as cited in Gifford, 2005, p. 18) suggested that children

represented ideas using ‗enactive‘, then ‗iconic‘ (pictorial) and ‗symbolic‘

models. Enactive representation involves actions, echoing Vygotsky‘s (1978 as

cited in Gifford, 2005, p. 18) suggestion that children‘s first marks were gestures.

This may be true with ‖finger numbers‖. Researchers found that some young

children responded to number problems by consistently holding up the right

number of fingers while saying the wrong answers (Young-Loveridge et al., 1995;

Jordan et al., 2003 as cited in Gifford, 2005, p. 18). It seems that children attach

number words to previous images for number, which might be enactive or visual

(Ansari & Karmiloff-Smith, 2002; Donlan, 2003 as cited in Gifford, 2005, p. 18).

When conducting the Number Three concept lesson, the students were

asked first to check the error of the symbolic number three. Then, the students

were to make up their own number three in the air and repeated the name.

Afterwards, they pointed up three fingers and counted them one by one. As the

main activity, as it had suggested by Gifford as well as Elizar and Rusdinal,

therefore, a pail of plastic balls were used as the teaching tool in order to connect

the concept number three directly by with the number of the plastic balls taken. At

the end of the session, the students applied the concept in to pictoral object—

ducks and stars—provided by the researcher.

As students able to understand about one concept, there is supposedly a

grateful heart insilted in them, for man‘s ability to undertand and work with

numbers, as well as with other subjects, is a gift from God. It was said in Job 32:

8-9, ―But there is a spirit in man; and the breath of the Almighty gives him

understanding. Great men are not always wise: nor do the aged always understand

justice.‖ Reflecting to this verse, students may be invited to give thanks to the

Lord for giving them understanding.

2.6 The Relationship of Reward and Punishment and Classroom Discipline

Some people make some useful points about inappropriate use of

disciplinary technique and the overreliance on punishment. However, research

and theory strongly support a balanced approach that employs combined reward

and punishment. Scott Stage and David Quiroz (1997 in Marzano, 1998, p. 28)

included 99 studies, 200 experimental comparisons, and more than 5,000 students.

Four of the categories of disciplinary behaviors are (1) ―reinforcement‖, (2)

―punishment‖, (3) ―no immediate consequences‖, and (4) ―combined punishment

and reinforcement‖. ―Reinforcement‖ involves recognition or reward for positive

behavior whereas punishment involves some type of negative consequences for

inappropriate behavior. As the name implies, interventions that are classified as

―no immediate consequence‖ do not involve immediate consequences for

inappropriate behavior but do involve some type of reminder when an

inappropriate behavior appears imminent. For example, the teacher might remind

a student who typically acts out at recess that she should remember to keep herself

under control. Finally, the category of ―combined punishment and reinforcement‖

involves recognition or reward for appropriate behavior in conjunction with

consequences for inappropriate behavior.

Table 2.1Finding from Stage and Quiroz Study

Disciplinary Technique Average Effect

Number of

Effect Size

Percentile

Decrease in

Disruptions

Punishment and

Reinforcement 0.97 12 33

Reinforcement 0.86 101 31

Punishment 0.78 40 28

No Immediate Consequence 0.64 70 24 Source: Stage and Quiroz, 1997; Marzano, 1998, p. 28-29

According to the findings, the intervention that does not include either

reward or punishment has the lowest effect size: 0.64 while the combined one has

the highest: 0.97. Apparently, contradicting the position of those who reject any

form of punishment as a viable disciplinary activity, the effect size for

interventions that use punishment is quite respectable (0.78). This note should not

be interpreted as an indication that any form of punishment is viable.

The second research about using combined reward and punishment were

done in 60 kindergarten-aged children by Witte and Eugene (1971).They were

compared under three reinforcement conditions (reward only, punishment only,

reward and punishment). Reward and punishment were non-verbal, consisting of

tokens which were exchanged for a toy. The numbers of correct responses for the

two punishment groups did not differ; both groups made more correct responses

than the reward only group. The results of this study indicated that punishment,

either alone or in combination with reward, leads to better performance than does

reward alone.

From those studies above it clearly said that combined reward and

punishment attained the highest effect in decreasing disruptive behaviors. This

findings were line in line with Hurlock‘s statement (1999, p. 401-402) that said,

children who discover that rewards always follow approved behavior but

punishments always follow forbidden behavior will have a far stronger desire to

avoid forbidden acts and to engage in approved acts than they would have if they

were uncertain about how these acts would be treated.

If two researches have shown the effectiveness of usinga combined reward

and punishment in dealing with the 5000 students‘ and the 60 kindergarten-aged

children‘s behavior, in this research the researcher would like to know whether it

also works effectively for the preschoolers.

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses about research methodology, research subject,

place and time, research procedures includes cycles, method of data collection,

research instruments and data analysis.

3.1 Research Methodology

The aim of this research was to see if using reward and punishment is able

to increase students‘ discipline in the classroom so that the atmosphere established

was conducive for learning. Since this study deal with changes and improvements,

the researcher used an action research method called Classroom Action Research

(CAR). Kemmis (1983 as cited in Wiriaatmadja, 2009, p. 12) gave definition

about action research that it is a self-reflective, self-critical, and critical enquiry

undertaken by professionals (teachers) to improve the rationality and justice of

their own practices, their understanding of these practices and the wider contexts

of practice. Hopkins (1993 as cited in Wiriaatmadja, 2009, p. 11) describes

classroom action research as a research that combines research procedures with

substantive action that is done in inquiry discipline, or in other words, it is one‘s

effort to comprehend what is happening and to involve in the repairing and

changing process. Several features about this classroom action research

highlighted by Barry and King (1998, p. 654) are:

- The teacher is integrally involved in conducting the action research both as a planner

and as a participant.

- The link between theory and practice is classroom specific, in that teachers generate or

apply theory in relation to their classrooms alone,

- The outcomes of the research are non-generalisability beyond the context of the

classroom under study.

By above descriptions, it can be concluded that a classroom action research is a

set of action undertaken by teachers as the planner as well as the participant in

order to improve their practices regarding students‘ learning quality in a specific

classroom context.

There are several classroom research action models that have been

developed by researcher in education. In this research, CAR model that used is

Spiral Model of Kemmis and McTaggart. It is called spiral because the actions

taken forms in cycles, which have four stages involved in sequence, such as

planning, action, observation and reflection as visualize in pictures below:

Figure 3.1 Spiral Model by Kemmis and McTaggart (1988 as cited in Wiriaatmadja, 2009, p. 66)

The cycle begins with a particular problem to be solved. The planning stages

focus on what actions to be taken solve the problem—describing the independent

variable. In the action stages, all that have been planned are implemented in the

teaching-learning process. In the observation stages, all changes occurrence about

the dependent variable—variable that is going to be increased—are measured

using research instruments. In the reflection stages, the teaching-learning process

was reflected to find its strengths and weaknesses of the dependent variable,

including the action plans for the next cycle. The number of the cycles could be

more, but not less than two cycles since it deals with comparison of results. The

cycles are continued if a problem is not solved yet or a new problem arises and it

ends when the researcher sees that the research objective is accomplished. In this

research the researcher conducted two cycles that cover two learning center

sessions.

3.2 Research Setting

3.2.1 Subject

The subject of this research was a group of prschoolers with an age span:

two years seven months to three years eight months whom were in early

development stages. According to moral development stage, they were belonged

to ‗morality by constraint‘ by Piaget and ‗pre-conventional‘ stage by Kohlberg.

They judge acts as ―right‖ or ―wrong‖ in terms of their consequences rather than

in terms of the motivations behind them. There were 26 students of them with 15

boys and 11 girls in the classroom, which number were actually too big for a

Kelompok Bermain class. Therefore the likeliness of disruptive behaviors

occurring was increased because of lacking supervision. They came from middle

to upper socio-economic status (SES). They consisted of Chinese, Javanese and

Java-Chinese descendent. According to the observation, some of their parents

were too permissive and some were authoritative, while very little who was

authoritarian. It caused the students in the classroom so wild, like to tease their

friends, easy to fight, but very hardly to do any instructions given. They did not

respect the authority. They were also very active.

3.2.2 Place

The school in which this research took place was a Christian school in

West Jakarta. It was located in a housing complex rounded by a narrow street in

each side. There were Preschool and Primary School from grade one to six in that

building. The Secondary School was built separated not so far from that building.

The Preschool was at the corner of the building. It was located in both the first

and the second floor. There were cages in every boundary in which students from

elementary classes or parents were not allowed to enter during the school hour

without teachers‘ permission.

The Preschool had five classes which every class consisted of 24-27

students. The facility of Preschool was quiet complete. There were a Preschool‘s

library, a playground, a playroom, a gym, school field, and ICT laboratory. Every

room was facilitated with AC. The library provided many books, encyclopedias,

DVDs, television, DVD player, and LCD projector, angklungs and dolls. The

playroom consisted many toys that promoted students‘ fine-motoric skills. The

gym consisted of big toys that helped students to exercise their gross-motoric

skills, while the playground consisted of bigger and heavy toys.

Preschool‘s classroom in which this research took place existed at the very

end of the building neared to the toilet and two fishponds. The classroom was

quiet large but the decoration was very simple. It had four big tables with six

chairs for each table, one carpet at the center, one beauty set and one stuffed

kitchen at the corner, and other toys and dolls were placed in see-through boxes

and shelves stood up next to the wall. During the carpet time, the students tend to

play at this corner, so that many times teachers must pull them back to the carpet.

There were two lockers for students, one for extra clothes, pencil colors and

crayons given by the school inside the classroom and one for bags in the corridor.

In addition, the Preschool had two shelves in the corridor, for shoes and for

sandals. In terms of protection, during the school hours the students had to put off

their shoes inside the rooms and used sandals when moving from one room to

another room.

Preschool lasted for four hours and a half which was too long for

Preschoolers. There were two times of break. In every break students had their

meals. During the observation, most of the students brought unhealthy food, like

fast-food, chips, sweets and other food with high sugar contained, deep-fried food,

noodle, and so on. One of the Preschoolers consumed only formulated milk—

which familiarly caused children being over-active—during those two breaks.

Yet, there were no specific rules about kinds of food that were allowed to be

brought into school. Even though many research had found that these kind of food

affected child development in a big portion. Fortunately, the school gave healthy

meal to all Preschool students every Friday.

3.2.3 Time

The CAR was started with the observation during July 26 to October 27,

2011. On October 28, 2011 the researcher had a discussion with the mentor prior

to planning the action. The mentor agreed and about to arrange the schedule of the

cycles to be conducted. October 29 until November 1, planning and instruments

for the action were made. November 2, 2011, the instrument was checked by the

mentor. Then, the action of the first cycle was conducted on November 3, 2011 as

well as the observation, validation, data analysis, and reflection.

According to the reflection of the first cycle, planning and instruments

were made on November 3, 2011. The action of the second cycle was done on

November 4, 2011 as well as the observation, validation, data analysis, and

reflection. Both of the cycles lasted in the carpet time. It covered two sub-topics,

Sing the song ―1234‖, for the first cycle and Recognizing number three concept,

for the second cycle. The duration for each session was 30 minutes. The report of

this CAR was made after the internship was finished; started from November 28,

2011 until March 5, 2011. To see it more systematically, the time allocation is

displayed in the table below.

Table 3.1 Time Allocation

No. Time Allocation Aspects

1. July 26 – October 27, 2011 Observation

2. October 28, 2011 Discussion about independent variable

3. October 29 – November 1,

Planning 1 & Making instruments

4. November 2, 2011 Checking instrument

5. November 3, 2011 1) Data collection I (Action, Observation

&Instrument validation)

2) Data analysis and reflection I

3) Planning II

6. November 4, 2011 1) Data collection II (Action,

Observation& Instrument validation)

2) Data analysis and reflection II

7. November 18, 2011 – March

5, 2012

Making report

3.3 Research Procedures

From the August 11 to October 27, 2011 observation, some problems in

the classroom were identified. One of the problems noted by the researcher was

students‘ indiscipline. So then the researcher discussed with the mentor about the

idea of using reward and punishment. The mentor allowed the researcher to used

reward and punishment in her classroom. Thus, using reward and punishment

became this research‘s independent variable, while students‘ discipline became

the dependent variable. By this research the researcher wanted to know about the

effects of using reward and punishment in the preschoolers. Applying the reward

and punishment should have positive effects on the classroom discipline.

Therefore, the researcher planned all the things that were needed to do the

research.

3.3.1 Cycle One

3.3.1.1 Planning

Planning was done by concerting a lesson plan and instruments which

were going to be used in the CAR. The sub-topic was Sing the song ―1234‖. The

learning objectives were that students would be able to (1) do any instruction

given by the teacher, and (2) sing the song precisely with the lyric.The lyric poster

that used as the teaching aid was prepared. The star stickers for the reward and

punishment as well as the Bintangku poster to record the stars were also prepared.

The session was divided into three parts, such as: opening part, main part

and closing part. The opening part ran for five minutes. In this part, the rules,

reward and punishment was explained. It was planned that each student were

given three stickers of star so that the reward was giving an additional star sticker

while the punishment was taking away one star sticker. The punishment was

given after three times ―name-calling‖. A target was also mentioned, which was

given two big stickers if they gained five or more stars until the following week.

The main part ran for ten minutes. In this part, the students were taught about the

lyric of the song as well as the melody using the lyric poster. They were also

taught how the movement of the song. As the guided practice, the students were

asked to sing in front of the classroom. The duration given was ten minutes. At

the closing part, those followed the rules were given one star to be sticked on the

Bintangku poster.

The instrumentsthat prepared were lesson plan, mentor‘s feedback sheet,

mentor‘s checklist, and teacher educator‘s observation sheets. After the session

was done, researcher‘s journal reflection was also used as the source of data.

3.3.1.2 Action

The first cycle took place on November 3, 2011. Some of the planning

were done, but some of them were not.In the opening part, the rules were

explained than followed by explaining the reward and punishment system. Since

the three stickers of star did not posted on the Bintangku poster, it was explained

that those who followed the rules got one star to be sticked on the Bintangku

poster, but if any of them violated the rules, his name was going to be called.

After three times of calling, he will not get the star. This was different with the

planning. A demonstration was done to make the punishment be clear. The target

of getting another two big stars if they could gain many stickers until the

following week, was also delivered by the researcher.The limit of stars were not

mentioned due to the uncertainty of teaching sessions that the researcher had.

In the main part, the song was taught using the lyric poster. After several

times repetition the group of boys was called to sing the song with its movement

in front of the class. The group of girls was called after them. This part ran for 10

minutes. In the closing part, each student was called to stick the star next to hisor

her own symbolic picture; except for the offendees. Afterwards, the students were

asked several questions about to reflect the lesson in a Christian perspective. The

closing part ran for five minutes.

3.3.1.3 Observation

In this stage, all data about the action that had been conducted were

collected. There were three instruments used for each variable: the

implementation of the reward and punishment system and the classroom

discipline. Lesson plan, mentor‘s feedback sheet, teacher educator‘s observation

sheet, and researcher‘s journal reflection are the instruments for the

implementation of the reward and punishment system. The mentor‘s checklist,

teacher educator‘s observation sheet, and researcher‘s reflection journal sheet

were used to measure the classroom discipline, which was to be the dependent

variable.The data result was still achieve 90% of the students improved their

classroom discipline which covered only threeof the indicators. The second cycle

was decided to achieve 100% of the students performed all four indicators of the

classroom discipline.

3.3.1.4 Reflection

In this stage, a reflection upon the strengths and weaknesses of the first

cycle was made. Some of the weaknesses were the implementation of reward and

punishment was different with the planning and the rationale behind the first rule

did not explained by the researcher.From the weaknesses, several action plans

were recommended. To achieve the standard of the classroom discipline, the cycle

was continued to cycle two with some improvements based on the action plans.

3.3.2 Cycle Two

3.3.2.1 Planning

This stage described the action plans according to the reflection of the first

cycle.Overall, it pinpointed to see whether the reward and punishment could

achieve 100% of the students performed all four indicators of classroom

discipline. The lesson was conducted on November 4, 2011, with the subtopic,

―Recognizing number three concept‖. While the lesson objectives were that the

students would be able (1) to take three balls and count them, (2) to mention the

number of pictures spontaneously, and (3) to be discipline in following any

instructions given.

In the opening part, the rules, the reward and the punishment were

explained with some improvements based on the action plans of the reflection.

Which were explaining the rationale behind the first rule and informing the

students that the punishment was taking away one star. The duration was ten

minutes. In the main part, the students were taught about number Three concept

using plastic balls that were prepared by the researcher. The duration was ten

minutes. For the guided practice, other tangible objects were displayed and the

students were asked to count them. In the closing part, the students were also

asked to count the three stickers of star that had been posted on the Bintangku

poster. Afterwards, each student was called to stick one additional star next to his

or her symbolic picture; except for the offendee.

The instrumentsthat prepared wasalike with the first cycle, which were

lesson plan, mentor‘s feedback sheet, mentor checklist, and teacher educator‘s

observation sheets. The researcher‘s journal reflection was also used to gather the

3.3.2.2 Action

In this second cycle, all of the improvements were conducted. The

procedures of implementing reward and punishment system were also done. In the

opening part, the rules, reward and the punishment was explained by the

researcher. The rules were explained following the rationale behind the first rule.

The reward was to be giving one additional star whereas the punishment was to be

taking away or removing one star. It was given after three-time ―name-calling‖. In

the main part, the researcher demonstrated the instruction for the activity before

allowing the students took the plastic balls. The students were informed to sit

back on the carpet after they got three balls. Using those balls, the students learnt

about the concept of number three. To make sure the students‘ understanding, in

the guided practice they were asked to count ducks pictures on the whiteboard.

They were also asked to count up to three using their fingers. At the closing part,

the students were asked to count the stars that were already posted on the

Bintangku poster. Afterwards, each student was called to stick a star next to his or

her own symbolic picture.

3.3.2.3 Observation

This cycle also used three instruments for each variable. Lesson plan

sheet, teacher educator‘s observation sheet and researcher‘s journal reflection

sheet are the instruments that described the implementation of reward and

punishment in the classroom. Teacher educator‘s observation sheet and

researcher‘s reflection journal sheet added with mentor‘s checklist were used to

measure the classroom discipline. From all the data result, it was concluded that

the classroom discipline was improved according to the indicators but did not

reach the standards of this research.

3.3.2.4 Reflection

A reflection upon strengths and weaknesses were also made. Some

strengths were pinpointed but still there wereweaknesses regarding the instruction

during the activity and the instruments used for gathering the data.Because in this

second cycle all of the indicators of classroom discipline had been attained, the

researcher decided to finish the cycles. It was concluded that the reward and

punishment could improve the classroom discipline but not perfectly.Therefore, if

there was an opportunity, the researcher would like to do the next cycle.

3.3.3 Cycle Three

3.3.3.1 Planning

If the researcher would do the cycle three, the aim of the cycle was to see

whether the implementation was still effective in a more engaging activity. It was

planned that the researcher kept following the reward and punishment system

procedures with the reward was to add one star sticker at the end of the session

and the punishment was to take away one star whenan offense occured. The

name-calling would keep being used as the warning before applying the

punishment. For the activity, it was planned to provide a game which demanding

the students‘ active movements. In order to help the students maintained their

self-regulation, instructions were given before, during, and after the activity.

3.4 Data Collection and Research Instruments

3.4.1 Data Collection

This research used several methods of data collection. They were

document, observation, and journal reflection.

3.4.1.1 Document

According to Goetz and LeCompte (1984 as cited in Wiriaatmadja, 2009,

p. 121), document that related to research problem could provide a structure for

data basic. Document collected in this research involved: lesson plans, mentor‘s

feedbacks, and photographs. Lesson plan briefly mentioned the steps of applying

the reward and punishment in the lesson. Mentor‘s feedbacksassessed the the

researcher in implementing the reward and punishment system during the action.

Photograph was to display the tools used for applying reward and punishment.

3.4.1.2 Observation

Observation is a technique done by viewing thoroughly and noting

systematically (Arends, 2008, p. 30). There are four methods of observation:

opened observation, focused observation, structured observation, and systematic

observation. This research used two methods which were focused observation and

structured observation. It was a focused observation when the observer was

addressed to observe particular aspects in the learning process (Daryanto, 2011, p.

36), whereas the structured observation was when the observer used a ready-to-

use instrument and it only needed to be filled with check mark (V) in the available

column (Daryanto, 2011, p. 37). Focused observation was done by teacher

educator, while structured observation was done by researcher‘s mentor.

3.4.1.3 Journal Reflection

Journal reflection contains personal notes about the observation, feelings,

comment, interpretation, reflection, hypothesis and description (Kemmis & Elliott

as cited in Wiriaatmadja, 2009, p. 123). Journal reflection was made by the

researcher. It outlined the sequence of action during the cycles, students‘ attitude

during the action and personal view about how the action worked.

3.4.2 Research Instruments

In order to test credibility and validity degree of the research, triangulation

method, which is comparing researcher‘s data to other data sources

(Wiriaatmadja, 2009, p. 168), was used. Since the primary source which was the

students were too young, this research only used secondary source, they were

researcher‘s mentor, researcher‘s teacher educator, and the researcher herself.

The types of the instruments were lesson plans, mentor‘s feedback sheets,

mentor‘s checklists, teacher educator‘s observation sheets, and researcher‘s

journal reflections.

3.4.2.1 Lesson plans

Lesson plans were made by the researcher prior to commencing each

cycle. On the lesson plan sheets, the teaching learning process was outlined

briefly. These instrumentswere used to show the planning of implementing the

reward and punishment, which were (1) explaining the rule, (2) explaining the

reward and punishment system, (3) being consistent, and (4) giving social

encouragement.

On the bottom row of one of the lesson plans there was an evaluation from

the researcher about how the classroom condition was when the lesson was

conducted. The validation of these instrumentswere by mentor‘s signature. In this

research, the lesson plans were reliable to give a consistent data when supported

by the researcher‘s journal reflections, and teacher educator‘s observation sheets.

3.4.2.2 Mentor’s Feedback

On the mentor‘s feedback sheets, the researcher‘s mentor assessedthe

implementation of the reward and punishment system conducted by the

researcher. It was stated that the reward and punishment was well-implemented.

About the researcher, it was stated that she was able to control the class well. The

mentor‘s feedback sheets were also used as the evidence that instructions were

delivered clearly to the students. This instruments were validated by mentor‘s

signature.

3.4.2.3 Mentor’s Checklists

Mentor‘s checklists werethe instruments that used only to measure the

classroom discipline variable.The mentor did the structured observation and gave

check mark (V) on the column provided. In this research the checklists that used

were adapted from the book entitled Penilaian Perkembangan Belajar Anak

Taman Kanak-Kanak (Preschoolers Learning Development Assessment) by Dra.

Anita Yus, M.Pd. (2005, p. 109). They listed all of the preschoolers‘ classroom

discipline indicators of the (Table 3.2). The validation was from mentor‘s

signature. The mentor‘s checklists were reliable to give a consistent data when

supported by the teacher educator‘s observation sheets, and the researcher‘s

journal reflections.

Table 3.2 Mentor‘s Checklist

NO. INDIKATOR YA TIDAK

*90% siswa mendengar dan melakukan **instruksi guru

(90% of students listen and obey the teacher‘s

instruction)

2. Siswa melihat ke arah guru (Students‘ eyes on the

teacher)

3. Siswa mengganggu teman saat pembelajaran (Students

disturb their friends in learning)

Siswa mengangkat tangan saat hendak keluar kelas

(Students raise their hands when going out of the

classroom)

* of students = 26, therefore 90% x 26students = 23 students

**Instruction could be sitting on the carpet, standing up, singing, taking ball,

moving body, and so on.

3.4.2.4 Teacher Educator’s Observation Sheets

The researcher‘s teacher educator filled the observation sheets when the

actions were being conducted. She was in the classroom making proper notes

about the teaching learning process using the observation sheets according to the

scheme provided (focused observation). The observation sheets were issued by

the university. These instruments were used as sources of both the implementation

of the reward and punishment in the action and the classroom discipline. The

implementation includes (1) explaining the rule, (2) explaining the reward and

punishment system, (3) being consistent, and (4) giving social encouragement.

For the classroom discipline variable, three indicators were recorded, such as: (1)

follow the researcher‘s instruction, (2) eyes on the researcher, and (3) no

disturbing friends. The teacher educator‘s observation sheet of the cycle two was

used to proof that the students started to raise their hands when going outside of

the classroom. These instruments were validated by teacher educator‘s signature.

In this research, teacher educator‘s observation sheets were reliable when

supported by the mentor‘s checklists and the researcher‘s journal reflections.

3.4.2.5 Journal Reflections

Journal reflections contained the researcher‘s closed observation on things

that were going on in the classroom. These sources of data was used to give

descriptions about the whole lessons including the implementationof the reward

and punishment, problem arised, and the effects of the implementation of the

reward and punishment system toward the preschoolers‘ classroom discipline in a

qualitative manner. From these instruments, it was shown that the researcher

followed the steps of implementing the reward and punishment, such as: (1)

explaining the rule, (2) explaining the reward and punishment system, (3) being

consistent, and (4) giving social encouragement. About the effects of

implementing reward and punishment, it was recorded that the students followed

the researcher‘s instructions, which supported the next indicators which were eyes

on the researcher and no disturbing friends.

3.4.2.6 Photographs

The photographs displayed the tools and stimuli that were used when

implementing the reward and punishment system to the preschoolers.There were

two photographs, one for girls and one for boys. Each of the pthotograph

contained students‘ symbolic pictures and the blue star stickers

To see it more obvious, all instruments linked with each variable and its

indicators are summed up in the table 3.3 below:

Table 3.3 Summary of Variables, Instruments, and Indicators

Variable Indicator(s) Instrument(s)

Reward and

Punishment System

1) Explain the rules

(Cangelosi, 2004, p.

2) Explain the reward and

punishment system

(Arends2007, p. 200).

3) Be consistent (Arends,

2007, p. 200).

4) Reinforce by giving

social encouragement

(Elizar & Rusdinal,

2005, p. 168).

1) Lesson plans

2) Mentor‘s feedback

3) Teacher educator‘s

observation sheets

4) Researcher‘s journal

reflections

5) Photographs

Classroom Discipline 1) Follow teacher‘s

instruction

2) Eyes on the teacher

3) No disturbing friends

4) Raise hands when

going outside of the

classroom (synthesized

from Thompson, 2007,

p. 357).

1) Mentor‘s checklists

2) Teacher educator‘s

observation sheets

3) Researcher‘s journal

reflections

To measure the success of this research, a standard was made by the

researcher which was, the implementation of reward and punishment was

successful when all students were disciplined; in other words,100% of the

students met the four indicators of the preschoolers‘ classroom discipline.

3.5 Data Analysis

From the instruments, the data gathered was a qualitative data. Thus, a

descriptive-qualitative technique was used to analyze the data. The steps for

analyzing data were (1) data reduction, (2) data validation, (3) data verification,

and (4) conclusion. To reduce the data, the technique of coding data was used.

Parts of data, which were regarded channeled with the research objectives, were

given codes (Table 3.4). Code is word abbreviation or symbol that is used to

classify a set of words or sentences or paragraph (Wiriaatmadja, 2009, p. 140).

Table 3. 4Coding Category Primary Code Secondary Code

Reward and Punishment RWP

Explain the rules

Explain the reward and

punishment

Be consistent

Give social encouragement

RWP-RU

RWP-RP

RWP-CS

RWP-SE

Classroom Discipline DSC

Follow teacher‘s instruction

Eyes on the teacher

No disturbing friends

Raise hands when going

outside

DSC-FO

DSC-EY

DSC-AV

DSC-RH

After the reduction step was done, the data was validated by the researcher. Next,

the data was verified using the triangulation technique. Triangulation means one

data source is compared to at least two others sources. Lastly, a conclusion was

taken after analyzing and discussing all of the data results.

CHAPTER IV

ANALYSIS AND DISCUSSION

This chapter provides the sequence of actions that were done for the

research starting with the brief observation during the precycle and continuing

with the exploration of the two cycles. As has been mentioned in the previous

chapter, each cycle consisted of four phases which were planning, action,

observation, and reflection. The results were analyzed and are discussed later in

this chapter in relation to the literature.

4.1 Precycle

From July 26 to October 27, 2011 the researcher had been entrusted to

teach several lessons in ABC Preschool. From her observation, there were

indications of several discipline problems.The researcher was entrusted to teach in

several sessions called ―area‖ session—a session in which the students were

instructed to sit down on the carpet and pay attention to the teacher (Appendix C-

2 & C-3). When the lesson was conducted, many times it happened that the

students walked around the classroom or playedwith the toys in the corner.

While the other students who sat on the carpet did not follow the researcher‘s

instruction regarding the learning activity (Appendix C-1 & D-2).

In addition, it was observed that some students enjoyed teasing, causing

their friends to cry and fighting (Appendix D-2). This situation often distracted

the learningprocess as well as interfered theother students‘ right to learn. The

lesson had to be stoppedto cope with students fighting or ticalmstudents who were

crying. Worst, several students were absent because they were fearful of some

friends in the classroom.

Another problem that positively pushed the researcher to deal with it was

that the students too often were going outside the classroom without asking

permission. This condition showed the disrespectful attitude as well as a lacked of

self-control in the students.

Even though for each session, the researcher had built rules and

communicated them with the students, they just broke it, anyway. In order to

enforce the rules, the researcher gave stickers as the reward for following the

rules. Nevertheless, the observation showed that giving reward only yielded no

significant change to the classroom condition (Appendix C-1). Rules were just

broken, anyway. It caused the researcher fell into the most-avoided way of

teaching discipline, which was giving threats. In order to have the students

stoptheir disruptive behavior, the researcher gave threats such as bringing them

home or taking their bags, etc. These threats worked at first, but then it even

caused other disruptions to emerge. Because eventually the students knew that

those threats would never be fulfilled. Thus, instead of teaching the students to

behave appropriately, the existence of those threats only showed the researcher‘s

inconsistency that might lead the students to disrespect the rules and the authority.

Moreover, the researcher realized that it was not a Christian teacher‘s manner to

teach discipline.

From the observation above, it could be concluded that giving reward only

in enforcing the rules did not work effectively to improve the preschoolers‘

classroom discipline. The class needed another solution to deal with this problem.

Looking back to the discussion in Chapter two, it was mentioned that a combined

reward and punishment systemthat came after the rules was more effective in

improving classroom discipline. Thus, this classroom action research was made to

know whether the combined reward and punishment was effective in improving

classroom discipline of the preschoolers.

4.2 Cycle One

In cycle one, the lesson was learning the song ―1234‖ held on November

3, 2011. The learning objectives were that the students were able to follow any

instruction given by the teacher and were able to sing the song ―1234‖ precisely

with the lyric. There were 26 students, 15 boys and 11 girls; no absent students.

The duration was 30 minutes. The data result was gathered from three points of

view, which were mentor‘s checklist, teacher educator‘s observation sheet and

researcher‘s journal reflection.

4.2.1 Planning

In this stage, the reward and punishment system was planned and prepared

by the researcher. The first thing to be done was listing the desired behavior

during the session and summed up in a set of rules. It was planned that the rules

were going to be explained earlier before the main activity. The rules consisted of:

1) Follow the teacher‘s instruction.

2) Raise your hand if you want to drink or to go to the toilet.

The first rule was intended to strive against the reluctant attitude, as well

as to prevent teasing and fighting, because they had to first listen attentively and

looked on the researcher to follow the researcher‘s instruction. Thus, the

opportunity to disturb friends were diminished or even eliminated. The second

rule was intended to teach a common norm in a classroom where a teacher was in

charge.

Star stickers used as the stimuli in implementing the reward and

punishment were prepared. The star stickers were made using blue Spectra paper

and double-tape at the backside. Two big black posters called Bintangku poster

were made to record the stickers; one for boys and one for girls. Since the

students had not been able to read, on the poster symbolic pictures were posted

substituting the students‘ name. There were posted 26 symbolic pictures, e. g.

elephant for student A used, shirt for student B, and so on (Appendix F).

Obviously all of the students already recognized their own symbolic picture.The

blue color of the stars was chosen to contrast with the black color of the poster,in

order to make it attractive.It was planned that each student was given three

stickers of stars. So that the reward was to be given the one additional star, while

the punishment was taken away one star. The reward was planned to be given at

the end of the session by calling the students one by one to stick the star next to

their own symbolic picture. During the session, when an offense occured, the

warning which in the form of ―name-calling‖ was implemented first. If after three

times ―name-calling‖ the student did not improve his behavior, then the star was

taken away. During the session, the Bintangku poster was to be displayed on the

whiteboard. To motivate the students, a target was set, which was that those who

could gain five or more stars until the following week were given two big stickers.

Other things to be prepared were lyric poster for the teaching aid and a

checklist for the mentor. To ensure the action results, beside the researcher‘s

mentor, the teacher educator also observed in the classroom using her observation

sheet.

4.2.2 Action

The lesson plan was conducted on November 3, 2011. In the opening part,

the session was begun with the routine signal word: ―Ta-ta-ti-ti-ta‖. This signal

word required the students to respond by repeating the same words, sitting nicely

on the carpet, folding hands, and looking at the researcher. However, the students

did not show that response. So that, they were reminded again. After rehearsing,

the students showed a good response. The researcher gave them public appraisal,

such as: ―Good! Kalian semua pintar, yah.‖ (You all are smart).

After the aim of the lesson had been mentioned verbally, the students were

curious about the Bintangku poster. When the Bintangku poster was posting on

the whiteboard, some students started to ask questions and even walked forward

to touch the poster. Those students were asked to sit back on the carpet first then

the poster was explained. They were told that the researcher was willing to give

outstars, but firstly, they were reminded about the rules, which were announced as

an agreement.

―Kamu akan mendapatkan bintang, jika kamu (You will get one star if you):

1) Duduk di karpet saat guru sedang menjelaskan, menyanyi saat diminta

menyanyi, berdiri saat diminta berdiri, dan bergerak saat diminta

bergerak. (Sit down on the carpet when the teacher is explaining, sing

when I ask you to sing, stand up and move when is asked)—Rule # 1.

2) Angkat tangan saat mau keluar kelas, entah itu untuk minum atau untuk

buang air.‖ (Raise your hand whenever you want to go outside of the

classroom whether it is to drink or to go the toilet)—Rule # 2, said the

researcher.

Afterwards, the rationale behind the second rule, wascommunicated:

―Kenapa harus angkat tangan? Soalnya kalau kamu teriak-teriak memanggil guru

akan jadi ―berisik‖ dan temanmu jadi terganggu.‖ (Why do you have to raise

your hand? For if you just called out to the teacher, your friends will be distracted

and the class becomes so crowded). ―Atau kalau kamu langsung saja keluar tanpa

permisi, ibu guru pasti akan khawatir karena tidak tahu kamu ada dimana,

apakah sedang jatuh atau tersesat dan tidak bisa pulang.―(Or if you just go out

without any permission, I will worry for I do not know where you are, whether

you are lost or fall down outside the classroom). ―Itulah makanya ibu minta anak-

anak untuk mengangkat tangan kalau mau keluar dan tunggu ibu guru izinkan

pergi baru pergi‖ (That is why I need you to raise your hand before going outside

and wait for the teacher‘s permission). ―Setuju?‖ (Do you agree?), asked the

researcher. ―Setuju!‖ (Agree!), the students replied.

The punishment was also explained: ―Anak-anak akan dapat satu bintang

di akhir pelajaran kalau anak-anak mengikuti perjanjian kita. Tapi, jika anak-

anak melanggarnya, ibu akan panggil namamu, dan kalau sudah tiga kali

dipanggil dan kamu masih tidak taat, kamu tidak akan diberi bintang.‖ (You will

get one star if you follow our agreements, but if you break them, your name will

be called and if your name has been called three times, you will be given no star).

The implementation of reward and punishment was demonstrated by

calling student X when he was walking toward the toys corner. That student‘s

name was called by the researcher and he was asked to sit back on the carpet

while saying thatit was the first calling. Then the rest of students were asked if X

had been called three times but did not sit down back to the carpet, whether he

would get a star or not. The rest of the class answered, ―Tidak!‖ (No!). Hence, it

could be concluded that the students understood about the system.

To motivate them, the students were promised: whoever could gain the

most stars until the following week, they were going to get two big stickers from

the researcher—the amount of the target was not mentioned due to the uncertain

opportunity of the researcher being in charge in the area session. To reemphasize

the target, the students were asked,―Siapa mau dapat dua stiker besar?‖ (who

wanted two big stickers?). All of them raised their hands and said, ―Saya‖ (Me!),

with a loud voice. Then the question was continued, ―Maka, taatilah perjanjian

kita.‖ (Therefore, be obedient to our agreement).

In the main part, the lyric poster was displayed. The students were

reminded about the rule that if they could sing the song precisely, they got a star

at the end of the session. Then, the students were asked to sing altogether with the

researcher. After the whole song was sung, the students were asked to repeat the

lyric after the researcher. Repeating the lyric after the researcher ran for two

rounds. During that time, student X, O and Ain turn, walked toward the toys

corner. Their names one by one were called by the researcher. They were

reminded to sit back on the carpet and told that it was to be the first warning. The

second ―name-calling‖ had been given, nevertheless, they did not follow the

instruction. After the third ―name-calling‖ was given, it was only student X who

sat back to the carpet, while student A and O did not. Thus the punishment was

given by telling those three studentsdid not get thestar at the end of the session for

breaking the rules.

Afterwards, the lesson was continued by singing the song altogether. The

lyric poster was then posted on the whiteboard. All students were challenged to

sing with the movements. They then were instructed to stand up and all of them

followed the instruction. The song was sung three times more but now with the

movements. Since the students were able to do the movements praises such as

―very good‖ and ―smart‖ were given.

To assess the students, they were asked, ―Siapa berani maju ke depan dan

bernyanyi?‖ (Who wants to sing that song in front of the class?). Most of them

raised their hands. Therefore, the students were divided into two groups. The boys

were instructed to came up first then the girls. It was noticed that each of the

student sang the song precisely with the lyric. Their movements were also correct.

After each group finished their performance, a big applause was given by the

researcher, followed by the students and other teachers who were there. Then the

students were asked to sit back on the carpet and were told that they deserved the

In the closing part, each student was called to get a star and to stick it on

the Bintangku poster. The boy was called first then the girl except student X, O,

and A. Seeing that their friends already had the star, student X and O whimpered

and asked for it. But they were not given any.

Before the lesson was ended the students were asked, ―Bagaimana, yah

kalau kita tidak punya suara? Bisa nyanyi tidak?‖ (How it would be like if we did

not have voice? Could you sing without any voice?). It was demonstrated by

moving the researcher‘s mouth as if she was singing, but with no voice. The

students laughed and the explanation was continued, ―Tanpa suara, kita jadi tidak

bisa nyanyi, yah‖ (Without voice, we can not sing, can we?). ―Siapa, sich yang

kasih kita suara?‖ (Then, who gave us this voice?). ―Tuhan Yesuuuus‖ (Jesus...!),

they answered altogether. The researcher continued, ―Yuk, kita berdoa bilang

terima kasih sama Tuhan Yesus.‖ (So, now let us pray and say thanks to Jesus). A

song was sung to lead them in a closing prayer. The students repeated after the

researcher‘s prayer: ―Terima kasih Tuhan sudah memberi saya suara sehingga

saya dapat bernyanyi dengan baik.‖ (Thanks God for giving me a voice so that I

can sing nicely). This was to be the end of the first cycle.

4.2.3 Observation

4.2.3.1 Lesson Plan

In the lesson plan (Appendix A-1) it was written that the rules were

explained before the main activity continued by explaining the reward and

punishment system. As what was mentioned in the planning stage, the lesson plan

noted that each student had been given three stars from the beginning of the

session. Thus, the reward became getting one star sticker, while the punishment

became taken away one star. Three times ―name-calling‖ as the warning before

giving the punishment, was also explained. The students were informed that if

theycouldgainfive or more stars until next week, they were given two big stars.

The main activity for the lesson was singing in front of the classroom. In the

closing part, it was noted that the students were to stick the star sticker on the

Bintangku poster.

While the researcher conducting her lesson, her mentorassessed

theimplementation ofthe reward and punishment system in the classroom on the

feedback sheet (Appendix A-2). The feedback sheet shown that the

implementation of reward and punishment in the classroom was good. The

researcher could manage the class well. The researcher‘s instructions were also

delivered well. At the end, she recorded that the researcher gave the students

social encouragement well. This mentor‘s feedback sheetactually confirmed what

were written in the lesson plan sheet.

4.2.3.3 Mentor’s Checklist

Besides assessing the researcher‘s implementing the reward and

punishment system, the researcher‘s mentor also recorded the resultof the

implementation of the reward and the punishment system in relation to the

classroom discipline‘s indicators. She did a structured observation using checklist

(see Table 3.2) given by the researcher prior to commencing the cycle. According

to the mentor‘s checklist (Appendix B-1), 90% of the students (23 out of 26

students) appeared tofollow the researcher‘s instructions during the session. It was

also shown that the students looked toward the researcher during the session.

Another criterion that checked was the students did not disturb their friends

learning. Lastly, the students raised their hands when going to the toilet. This last

statement actually did not exist since there were no student who went outside of

the classroom.

4.2.3.4 Teacher Educator’s Observation Sheet

Besides the researcher‘s mentor, there was the teacher educator who did a

focused observation in the classroom. From the observation sheet, the teacher

educator described the implementation of reward and punishment as well as the

students‘ attitude during the action.

It was written that there was information from the researcher to the

students about the rules and the rewardin the beginning of the session. to the

students in the beginning of the session. A consistency of implementing the

reward and punishment system shown when the students were called one by one

after accomplishing the activity as what had been informed to the students. There

were also praises and positive comments given during the action.

From the sheet, it was seen that the classroom atmosphere was positive,

calm, and conducive for learning but there were several students who walked out

of the carpet in the middle of the session. However, for the rest of the sessionit

was stated that all of the students sat down on the carpet. The observation showed

that a good relationship was built between the researcher and the students.

Overall, it was stated that the researcher was able to control the class well.

4.2.3.5 Researcher’s Journal Reflection

In the researcher‘s journal reflection, the procedures of implementing

reward and punishment was explored narratively (Appendix D-4). In the opening

part, the rules were explained to the students. It was recorded that it was only the

second rule that was followed by the explanation of the rationale behind it; not for

the first rule. Along with the rules, the reward and punishment were also

explained by the researcher in the opening part. It was recorded that the students

were informed that the reward was getting a star and the punishment was not

given any star. This was different with what was planned in the planning stage.

The researcher‘s consistency occured both in implementing reward and

punishment. The punishment was given whenever an offense occured. It was

implied after the three-time―name-calling‖. Giving the star sticker at the end of

the session as it was explained at the beginning of the session had also proved the

researcher‘s consistency. Social encouragement such as praises and positive

comments were given when the students worked out the instructions well. Lastly,

there were recorded that the main activity of learning was singing the song ―1234‖

in front of the classroom.

About the classroom discipline, it was recorded that there were some

students who walked to the front and tried to touch the Bintangku poster before

the reward and punishment were explained. However, after explaining the reward

and punishment, the lesson ran positively and all the students followed the

instruction given by the researcher. It was true that in the middle of the session

students X, O and A walked toward the toys corner. They were warned, but after

three times name calling, it was only student X who came back to the carpet and

followed the next instructions. When all of the students were called to sing in

front of the classroom, O and A came back and joined the singing. It was

emphasized that no student left when they were asked to sing in front of the

classroom. Each one of them seemed singing the song precisely with the lyrics.

Hence, it could be concluded thatthe lesson objectives were met. Even more, all

of them sang the song with the correct movement, which was to be another extra

objective accomplished by the students.

4.2.4 Reflection

After the lesson plan had been conducted, a reflection was made in order

to analyze the strengths and weaknesses of the first cycle. There were three

strengths. First, the reward and punishment system was found to be good in

improving the preschoolers‘ classroom discipline particularly in music lesson.

90% of the students did all the instructions given involved: ―sing‖, ―sit down on

the carpet‖, ―stand up‖, ―move your body‖, ―come to front‖, and so on. They

seemed to pay full attention during the session and focus on learning so that no

teasing friends or fighting appeared. Second, the stimuli chosen and the technique

used seemed to be effective for the students as the reward and punishment. It was

seen from the students‘ excitement to get the rewards and to be called one by one

to come up and stick the star on the Bintangku poster. It could also be seen from

the side of one offender who whimpered to get it. Third, all students met the

objective which were singing the song ―1234‖ precisely and following the

instruction well.

For the weaknesses, there were three points. First, there were still three of

the students who broke the rules. Based on the previous observation during the

internship these three students were very active. They never settled to sit on the

carpet for a whole session. They were the ones‘ most teasing friends in the class.

When was discussed with the researcher‘s mentor and her assistant, the researcher

learned that X‘s parents were inconsistent in teaching discipline. They forbid

some inappropriate behaviors, but they laughed at him afterward. It caused X to

think it was easy to break the rules. He even laughed when breaking the rules and

thought that his conduct was funny.

On the other side, O‘s parent was not so communicative. At home, O was

asked to go to his bedroom upstairs when guests came. It actually did not help the

phase of interacting or socializing with people. It caused O to not have a

background of respecting others or meeting social expectations. It was also

indicated that O had a lack of attention from his parents. Consequently, at school,

O loved to do the opposite of the teacher‘s instructions and making his friends

crying.

Another super-active student was student A. Besides being active, she was

also a strong-willed child. The parent was too democratic when they were dealing

with her and they were even tended to be permissive. Since A had shown rapid

language development, when A showed some disrespectful attitudes, the parents

just talked with her in a manner that more fitting for adulthood. She was hardly

ever reprimanded. At school, A became disrespectful of the teacher and disobeyed

the rules. She often interfered with her friends‘ stuff and caused her friends to be

furious. Once she was warned, she cried and sought a defense from other teachers.

After all, the punishment was only seen seriously by student X, while student A

and O kept just being unaware.

The second weakness was, only the second rule that was followed with the

explanation about the rationale behind it. The first rule was not enforced by its

rationale. Third, the planning which was given three stars for each student at the

beginning of the session was not evident in the action. So that when the offenses

occured, the offenders were only told that they were not given a star, because

there were no star to be taken away. The fourth was about the instrument. The

researcher‘s mentor gave check mark on the indicator that stated the students

raised their hands when going outside of the classroom, while there was no

evidence for it.

To maintain the strengths that had been achieved so far and to tackle the

weaknesses, several points were put on the action plan. First, dealing with those

three students who were still being ignorant, the idea of taking away or removing

the star sticker might give a better solution. Second, it was better to explain the

rationale behind the first rule so that the students might understand the purpose of

obeying the rule. Third, the mentor‘s checklist was still being used to see whether

the last indicator of the preschoolers‘ classroom discipline was evident. Since in

this cycle, there were still three students who did not follow the researcher‘s

instruction and did not pay attention, the researcher decided to continue this cycle.

In the second cycle, the researcher would like to know whether the

implementation of the reward and punishment system could yield a hundred

percent of the students performed all of the indicators.

4.2.5 Analysis and Discussions

The reward and punishment was planned in accordance with some theories

stated in Chapter two. In order to discuss and analyze the planning, all the things

were done in this stage were listed. The first one was, listing the desired behavior

during the session, then putting them into a set of rules. The second was choosing

the star sticker as the stimuli. From the observation, the students seemed to love

stickers so much, therefore it was suspected that giving the star sticker could be

the effective reward and taking away one could be an effective punishment to

have the students fixed on the rules. It was based on Lang & Evans‘ statement

about the definiton of reward and punishment itself. They said that, a reward is

something desirable that students earn for suitable behavior while a penalty

(punishment) is something undesirable that occurs because of inappropriate

behavior (Lang & Evans, 2006, p. 187).Third, using skills how to make the

reward became more desirable and the punishment became more undesirable.

Some skills used whencreating the attractive form of reward, choosing the blue

color of the stars in contrast with the black background, making the Bintangku

poster to record the stars, planning it to be displayed on the whiteboard, and

letting the students stick the star sticker on the Bintangku poster by themselves.

These all were designed to have the reward be more effective for itwas pleasing

and loved by the students (Rusdinal & Elizar, 2005, p. 167), and the punishment

became more effective as it was neither trivial nor harsh (Lang & Evans 2006, p.

187). These steps were in concert with Arends‘ principle (2008, p. 197) of

designing reward and punishment in the classroom, which were: (1) identify the

desired behavior (2) identify the stimulus that is effective (3) use skill in using the

stimulus to support the desired behavior.

The rules about the desired behaviors were planned in a positive manner.

It conformed to Manning & Bucher‘s suggestion (2007, p. 268), that rules must be

set in a positive tone—listing the things students should do rather than the things

they should not do. They were also planned to be mentioned in the opening part of

the session in order to have the students know the approved behavior and so they

could manage their behavior according to the rules. This idea was in line with

Cangelosi (2004, p. 128) who stated that the sooner students know about

standards (rules) and procedures, the more time they will have to practice

following them.

In the action stage, the reward and punishment was implemented

according to the plan. In the opening part, rules were explained by telling the

students about how to do the rule in a specific manner, such as singing when they

were asked to sing, sitting down on the carpet when they were asked to sit,

standing up, moving their body, etc. As Van Brummelen (2009, p. 187) said that

teachers should give clear directions, and tell students exactly when they are to

follow your instructions. Nevertheless, there was one rule which was not followed

with the explanation about the rationale behind it. It was out of the proportion to

Good and Brophy‘s statement (1997 as cited in Levin and Nolan, 2007, p. 149)

that said, when communicating the rules, it entails a clear communication in

discussing of what the rules are and a rationale for each and every one.In other

words, when delivering the rules, it must be followed with discussing the purpose

offollowing each of the rules. This condition had not been fulfilled.

After the rules were explained, the reward and punishment system was

introduced for the first time. This was hand in hand with Arends (2007, p. 200)

who suggested that reward and punishment must be also mentioned after the rules

were explained. It meant, the reward and punishment was also informed in the

beginning of the session. The intention was by telling the students about the

reward and punishment from the beginning encouraged them to regulate their

behavior for the rest of the session.

The consistency was shown by the implementation of the reward and

punishment conformed to what it was said to the students at the beginning of the

session. First, whenever an offense occured, the three-time ―name-calling‖ was

given before the punishment implied. Second, the reward was given at the end of

the session to all who followed the rules. This consistency had functioned

effectively in teaching the students that every behavior they conducted had its

consequence. On the other hand, they also learnt about respecting the prevailing

rules and the authority. As Hurlock (1999, p. 401) said that consistency fosters

respect for rules and for people in authority. Hence, the researcher actually opened

the gate for the students to respect God and His Law in their spiritual journey. Not

only instilling the value of respecting the authority, when the students experienced

the consistency, they were more likely to realize that breaking the rules was not a

trivial thing. Thus, they came to think about managing their behavior seriously.

After giving the punishment, the lesson was directly continued by the

researcher. This was in accordance with Wong & Wong‘s statement (2009, p.

197). He said,

―when you see a violation of one of the rules, immediately implement the penalty

(punishment) and continued the lesson calmly; implement the penalty (punishment)

quietly as you continue the lesson and the class continuous their work‖.

The punishment was given calmly not in demeaning, belittling or sarcastic

manner (Van Brummelen, 2009, p. 193). It was administered in love (Proverbs

13:24; Revelation 3:19). This was in accordance with the statement of Van

Brummelen (2009, p. 66) who said that when teachers apply such authority

through discipline, they do so not for the sake of exercising power over their

students but to give understanding and wisdom about the ―way to life‖ (Proverbs

3:12-13, 6:23). Hence, it was proven that this disciplinary system did not collide

with the students‘ dignity. Rather, the existence of this punishment functioned as

the ―rod and staff‖ that guide the students to be in the right path.

During the session, social encouragement in the form of praise and

positive comments were also given to the students in the light of celebrating their

appropriate behaviors. Social encouragement here aimed to maintain the students‘

appropriate behavior and to confirm what they had done so far was in the right

track. This was in agreement with Jones and Jones (2010, p. 398) who said that

social encouragement tends to increase the frequency of which a student emits a

behavior.

Looking upon the result of the cycle one, several things were connected to

each other. Four proofs recorded the implementation of the reward and

punishment in musik lesson which were a lesson plan, a mentor‘s feedback, a

teacher educator‘s observation sheet, and a researcher‘s journal reflection.

According to those instruments, all the steps of implementing the reward and

punishment system followed the procedures of what had been discussed in

Chapter two, which was (1) explain the rules, (2) explain the reward and

punishment, (3) be consistent, and (4) support by social encouragement.

The mentor‘s checklist, teacher educator‘s observation sheet and

researcher‘s journal reflection recorded the data result about the influence of

implementing reward and punishment toward the preschoolers‘ classroom

discipline. Overall, it was found that combined reward and punishment was able

to improve the classroom discipline even up to 90% even though there were some

restrains in the action. The mentor agreed that 90% of the students followed the

instructions given which were ―altogether‖, ―sit down on the carpet‖, ―stand up‖,

―sing with the movement‖ and ―sing in front of the classroom‖. Total students on

that day were 26, therefore 90% referred to 23 students. Other indicator was also

appeared which were the students paying attention to the researcher and there was

no disturbing friend occured. The researcher‘s journal reflection confirmed this

statement by mentioning that there were only three students who walked out of

the carpet during the session. The teacher educator‘s observation sheet actually

recorded that several students walked out of the carpet. To make sure, the

researcher discussed it with the teacher educator. She confirmed that she meant by

several was three students who walked toward the toy corner and played there for

a minute. Nevertheless, at the end of the session, it was noted that all of the

students sat down on the carpet. This statement was confirmed by the researcher‘s

reflection journal in which stated that all of the students sang the song in front of

the classroom with no one left. In addition, the mentor checklist showed that the

students paid attention during the session. It was seen from the eyes of the

students being kept on the researcher. This condition had diminished the

frequency of disturbing friends in the session. The teacher educator‘s observation

sheet also strengthened it by stating that also strengthened it by stating that the

classroom was positive, calm, and conducive for learning. Lastly, the mentor

checked that the students raised their hands when going to the toilet. This

statement was actually not indecated by any other instruments. This was to be a

weakness of the researcher in terms of giving clear direction before using the

instrument.

From the data results above, it was seen that 90% of the students had

performed three of the classroom discipline‘s indicators, such as:

1) follow teacher‘s instruction,

2) eyes on the teacher,

3) no disturbing friends, and

4) raise hands when going outside of the classroom (synthesized from

Thompson, 2007, p. 357).

Until now, it could be concluded that the combined reward and punishment had

improved 90 % of the classroom discipline standard. Three sources had confirmed

that 90% of the students performed those three indicators; the last indicator was

not counted because there was no student who was going outside of the classroom

at that time. However, the standard of this research was reward and punishment

was considered successful in improving classroom discipline if 100% of the

students performed all indicators of classroom discipline. Another opportunity to

conduct the implementation of this reward and punishment system was needed to

see the effectiveness of this variable.

In the reflection it was stated that one of the strengths of this cycle was the

stimuli chosen for the reward and punishment was effective. The students were

excited to get the reward and to stick it on the Bintangku poster. The system was

new for them, and they loved to be called one by one. Two of the offendee

whimpered to get one, too. When the stimuli was suitable in terms of function as a

reward and a punishment, thus system could be work effectively in improving the

classroom discipline. This was accordance with Purwanto (2007, p. 1029) who

said that a desirable consequence will strengthen behavior, while the undesirable

consequence will weaken behavior. However, it was inevitable that one of the

offendees still viewed the punishment as light. He just ignored the researcher.

Another strength was all students met the lesson objectives. The learning

objective was the students were able to sing precisely with the lyrics, and it was

attained. They also followed the teacher‘s instruction well. The existence of

reward and punishment system encouraged the students to fix on the rule which

was following the researcher‘s instructions. This condition had actually

maximized the time for concentrating, minimized the time of disruptions, as well

as prevented the learning interference. This condition helped the students to

successfully attain the learning objective. Hence, Rua‘s statement (as cited in

Rusdinal & Elizar, 2005, p. 131) was confirmed which was discipline is the key of

success.

In the reflection, some weakness were also pinpointed. The first one was

there were three students did not follow the researcher‘s instruction in the middle

of the session. It was suspected because the this rule was not emphasized about

the rationale behind it. As Cangelosi (2004, p. 128) stated that unenforced

standards (rules) even unnecessary ones, teach students that standards need not to

be taken seriously. Otherwise, discussing the rationale behind the rule actually

encouraged the students to internalized the rule to theirselves so that it will

develop their self-direction and self-regulation which were to be the short-term

goal of the classroom discipline.

The second weakness was the absence of those three stars. It was caused

by the lack of preparation of the researcher. It was planned that each of the

students had already been given three stars posted on the Bintangku poster, but in

the action, not all of them were posted. It caused, the intention to take away one

sticker of star when the offense occured did not happen. Rather, the implemented

punishment was by only telling the offenders that they did not given the stars at

the end of the session. The researcher indeed communicated this punishment at

the beginning of the session, so that the researcher could be seen as consistent in

the eye of the students. However, it would be better if the punishment was

concretely done by taking away the star whenever an offense occured instead of

just telling them that way. As what Kaufman & O‘Leary‘s research (1972 as cited

in Marzano, 1998, p. 36) resulted that tokens are most effective if awarded for

positive behaviors and taken away for negative behaviors. Therefore, in the next

cycle, the researcher intended to applied the concrete punishment by taking away

a sticker from the Bintangku poster. A rationale that loosing one‘s belonging was

more unpleasant than not given one that not one‘s own also support that this kind

of punishment worked more effective to restrain the unacceptable behavior.

From above discussion, it had been mentioned that the standard of this

cycle was not successfully attainded, but the researcher would like to know

whether the implementation of this reward and punishment could improve the

classroom discipline a hundred percent. Therefore, the second cycle was going to

be conducted with some improvements to tackle those weaknesses as well as to

accomplish the standard of this research. The improvements were to explain the

rationale behind the first rule and to give three stickers of star for each student so

that the punishment became taking away or removing a star.

4.3 Cycle Two

In cycle two, the lesson was learning number three concept, held on

November 4, 2012 as part of the area session. The learning objectives were

students were able to take three balls and to count them correctly from one to

three, to mention the number of pictures spontaneously and to be discipline in

doing any instruction given. There were 26 students consisted of 15 boys and 11

girls; no absent student. The duration of the session was 30 minutes. Data result

was gathered from three points of view, which were mentor‘s checklist, teacher

educator‘s observation sheet, and researcher‘s journal reflection.

4.3.1 Planning

In this second cycle, the lesson plan was made based on the reflection of

the first cycle. To tackle the second weakness, the rationale for the first rule was

going to be communicated. Three star stickers were posted on the Bintangku

poster. Thus, the students were going to be informed that the punishment became

taken away a star sticker or loosing one star sticker. The activity was designed

with hands-on acitivity. There were a big pail of plastic balls as the teaching aid

for learning number three concept. The activity was taking three balls and

throwing theballs one by one into the pail while counting. To assess the students

whether they understood the concept or not, they were asked to count ducks drew

on the whiteboard and stars posted on the Bintangku poster. A big pale of plastic

balls as the main teaching aid had been prepared in the storage a day before. This

action plan was the answer of the restraint in developing students‘ cognition in the

previous cycle.

Mentor‘s checklist was still be used to record the data results, supported

by the teacher educator‘s observation sheet. The implementation of the reward

and punishment in the action was following the steps as it was synthesized in

Chapter II.

4.3.2 Action

In the opening part, the lesson was opened with the signal words: ―Ta-ta-

ti-ti-ta‖ but still there was only a few of the students who sat nicely on the carpet,

so that the researcher repeated the signal word again. The researcher thanked

those who responded her well and showed that they were sitting nicely. The

subtopic of the lesson was mentioned by writing number ―three‖ on the white

board but the researcher delibertely called it number ―two‖. Spontaneously, the

students corrected by saying it was number three. Then the students were asked to

show their three fingers and invited them to count one by one, then to make a

number three in the air.

Afterwards, the Bintangku poster was posted on the white board. The

students were reminded about the rules for the session, such as:

1) follow the teacher‘s instruction, and

2) raise your hand when you want to go to the toilet or drink.

Then the students were invited to take a look on the Bintangku poster to see that

they had been given stars for each one of them so that the reward and punishment

systemwas different which was gettingone more star for following the rules and

taking away or loosing one star for not following the rules. Three times ―name-

calling‖ as the warning before the punishment given was also reminded.

Then, the rationale of the first rule was explained: ―Kenapa, sich anak-

anak perlu taat? Anak-anak tahu, Tuhan Yesus senang sekali kalau anak-

anakyang taat dan dengar-dengaran, guru-guru disini juga. Kalau X taat, O taat,

Ajuga taatpasti Tuhan Yesus tersenyum melihat kalian.Selain itu, kalau anak-

anak taat, kalian bisa belajar dengan baik dan jadi pintar. Siapa disini yang

senang jadi pintar?‖ (Why do you think you need to obey? You know, God is

pleased when you obey, and so do the teachers. He pleases if X obeys, O obeys,

and A obeys the teachers. Jesus must smiles upon you. Besides, obeying the

teacher allows you to learn well and become a smart kid. Who like to be smart?).

All students raised their hands. The researcher continued, ―Sudah pintar, dapat

banyak sticker bintang, pula, terus minggu depan dapat dua sticker besar, dech

dari ibu guru. (Not only being smart, if you gain many stars until next week, you

will get two other big stickers from the researcher). Siapa mau dapat dua sticker

besar?‖ (Who wants two big stickers?), asked the researcher.The students replied,

―(Student‘s name) mau dua sticker besar...!‖ (I want two big stickers!).

After discussing the rationale, there was a student who called on the

teacher and asked to go to the toilet. At that time the rule about raising hand was

reminded and the students did so. A praise was given for her and her behavior was

enforced by telling the rest of the students about that appropriate behavior. When

she was permitted to go, other students started to raise their hands too. Those

students were asked to wait until the first student came back to the classroom.

However, none of them asked for permission until the end of the session.

In the main part, a big pail contained many plastic balls was carried from

the storage room and put down in front of the class. Firstly, a demonstration was

occurred. The students were told that the researcher intended to take three balls.

Then, the balls were taken one by one in front of the students and gave example

how to count them. The students were then asked to re-count them. During that

time, student A kept walking to the front and tried to take the balls. The first

warning occurred; that student‘s name was called. She was reminded to sit down

back on the carpet. However, after she was called three times, student A did not

sit back on the carpet. She was just being ignorant until she saw that one of her

star was taken away followed with the statement ―you are loosing one star for not

following the instruction‖.

The lesson was continued by asking all of the students to take three balls

as the researcher did. An instruction after the activity was given. They were asked

to sit back on the carpet after they got the balls. Some students took more than

three balls, and some of them took less. So that they were reminded to take only

three balls not more or less. While some of the students taking their balls, the

other students who sat the back started to play the balls with their friends. Then

another instruction was made such as sit down back to the carpet. The students

were asked to hold up their balls in the air and count them one by one. Those who

got it correct were praised by the researcher. The class was also instructed to

check if anyone had done it wrong. Now, the students were also asked to counted

the ball altogether. After that, the students were asked to throw their balls one by

one and said it verbally: ―Satu, dua, tiga!‖ (One, two, three).

The students were celebrated their success by saying that by now they had

already been able to count by three. Next, the students saw the researcher was

drawing three ducks on the board. They were checked if they knew how many

ducks the researcher had. All of the students immediately said, ―Tiga...!‖

(Three...!). Afterwards, the students were invited to count those stars posted on

the Bintangku poster. They counted it with saying: ―Satu (one), dua (two), tiga

(three)‖. As they got it correct, they were given praisesfollowed with the positive

comment.

One by one the student was called to stick a star next to their symbolic

picture. Student A was not given any star. She cried to ask forone but she was told

that she might get the star if she showed that she could beobedient during the day.

4.3.3 Observation

4.3.3.1 Lesson Plan

In the lesson plan, it was explained that the reward and punishment system

was done firstly by discussing the rules followed by giving the rationale behind

the first rule, which was ―God is pleased by those who are obedient.‖Then, it was

continued by explaining the reward and punishment system, which was about

getting one addition star as the reward for folowing the rules and loosing one star

as the punishment for not following the rules. Three-time ―name-calling‖ as the

warning before the punishment was also reminded. There was target explained by

the researcher which was giventwo big stars if the students were able to collect

five or more stars until next week. It was also recorded that the star sticker was

given at the end of the session by calling the student one by one to stick it on the

Bintangku poster that was displayed on the whiteboard. Lastly, social

encouragement was recorded to be given during the action.On evaluation colom,

there was a little note that which stated that the classroom now became more

order even though when taking the balls, some of the students started to be loss-

controlled.

In this second cycle, on the mentor‘s feedback it was shown thatthe reward

and punishment system was implemented well in the action (Appendix A-4).The

researcher could manage the class well. The researcher‘s instructions were also

delivered well. At the end, she recorded that the researcher gave the students

social encouragement well.

4.3.3.3 Mentor’s Checklist

In this cycle, researcher‘s mentor also observed and recorded her

observation on the checklist given prior to commencing the cycle. From that list

(Appendix B-2) she agreed that 90% (out of 26 students, equals 23 students) were

listening and doing instruction given by the researcher during the session. The

students‘ eyes were on the researcher. She also agreed that the students raised

their hands when going to the toilet. There were another constrain found in this

instrument. The researcher‘s mentor gave check mark on the no-disturbing-friend

list, but gave a small note which stated that there were some students disturbed

their friends.

4.3.3.4 Teacher Educator’s Observation Sheet

Beside the researcher‘s mentor, the teacher educator was also observing

the researcher in this second cycle. From the observation sheet, it was found that

the procedures of implementing the reward and punishment occurred in the action

(Appendix C-3). It was said that the researcher informed the students that at the

end of the session, those who showed apropriate behavior and followed the

instruction were going to get asticker. It was also stated in the proccess, the

students were reminded about how to behave according to the rules. There were

praise and appreciation by positive comments given. At the end of the session, the

sticker was given to those who had shown appropriate behavior and being

cooperative during the teaching learning proccess. Overall, it was stated that the

researcher was able to manage the class well.

The classroom atmosphere was positive, calm, and conducive for learning

but there were several students who did walked out of the carpet and at the end of

the session, all the students sat down on the carpet. The main activity used a big

pail of plastic balls in which the students were enggaged in hands-on activities. It

was stated that the researcher reminded the students about the rule of raising hand.

It implisitly said that there was student who wanted to go to the toilet. Lastly, a

good relationship was built between the researcher and the students.

4.3.3.5 Researcher’s Journal Reflection

From the researcher‘s journal reflection view all procedures of

implementing reward and punishment were also occurred (Appendix D-5).About

the students‘ behavior, the target behavior which was doing the opposite of the

instruction was evident to one student only. Student A walked around the

classroom when the students were asked to sit down on the carpet. The students

indeed walked out of the carpet when they were asked to take the balls from the

pail. Someof the students did not take the balls in the amount as it was instructed

and some others played the balls with friends.They did off task in the middle of

the activity, but it did not take so long since the students‘ attention could be

gathered soon after the next instruction was given.

4.3.4 Reflection

As in the previous cycle, a reflection upon this second cycle was made

pinpointed to several strengths and weaknesses as well as valuable action plan to a

better improvement. There were three strengths. First, the explanation about the

rationale of the first rule was a good idea to imply the teaching value of

obedienceand its connection to others‘ feeling. Second, the existence of concrete

reward and punishment in the classroom avoided the inconsistency, bribes, and

threats when dealing with disruptive behaviors. Third, all the students met the

objective such as able to count until three using different concrete objects such as

balls, duck pictures, stars and fingers.

There are always weaknesses that go along with the strenths. The first one

was about the main activity. It seemed that some students were playing the balls

with their friends. Actually, it was not a big deal, since the next instruction was

giving immediately and the students‘ attention could be redirected to the

researcher. The second weakness was still the same as the first cycle, which was

about the instrument used. The mentor‘s checklist gave an inconsistent result.

Looking at this weakness, some action plan for further improvement was

composed. First, it is important for the researcher to have a clear instruction

before, in the middle and after the activity, especially in dealing with concrete

materials. Thus, the students kept aware of what they need to do now and next.

Second, it would be better to make a more detail instrument so that the data result

could be more precise.

4.3.5 Analysis and Discussions

Compared to cycle one, the planning stage of the cycle two were mostly

the same. They were, preparing the rules for the session, using the star sticker as

the stimuli for the reward and punishment as well as using skills in making the

star stickers to be effective in the implementation as the reward and punishment.

These steps based on Arends‘ principle (2008, 197) of designing reward and

punishment in the classroom, which were: (1) identify the desired behavior, (2)

identify the stimuli that effective, and (3) use skill in using the reinforcer to

support the desired behavior.

In the action stage, compared to the first cycle, there were several

similarities and differences found in this second cycle. The similiarties were about

the steps of implementing the reward and the punishment in the classroom, as

summarized in Chapter III. Firstly, the rules were explained in the beginning of

the session, so that the students knew the expectation sooner and they could

regulate their behavior for the rest of the session. It was in agreement with

Cangelosi (2004, p. 128) who stated that the sooner students know about

standards (rules)and procedures, the more time they will have to practice

following them. Secondly, the reward and punishment system was explained after

the rules (Arends, 2008, p. 200). Thirdly, consistency was evident by giving the

punishment once the offense occured and after three times name-calling, and

giving the reward at the end of the session for all who followed the rules as what

was informed to the students before. This was fulfilling Arends‘ statement (2008,

p. 200) which stated, reward and punishment will only work well when it is

applied consistently. Fourtly, during the session, social encouragement was given

to maintain the desirable behavior as Elizar and Rusdinal (2005, p. 168) said that,

in giving rewards, teacher can balance it with giving social encouragement.

The different was, if the first cycle, the only rule that was explained about

its rationale behind was the second rule. In the second cycle, the explanation

about the rationale behind the first rule was done.The students were taught about

the connection between their obedience and God‘s and the teacher‘s feeling.

Besides, the students were also told that their contribution on learning beneficial

to themselves. By explaining the rationale behind the rule, it was expected that the

students could regulate their behavior not only for the reward. As Cangelosi

(2004, p. 123) stated that purposefully stated standards (rules) appeal to the

common sense of students and lead them to be thoughtful about their behaviors.

Besides, if the first cycle, the punishment was to be not given the star

sticker, in this second cycle, it turned into taking away the star sticker. The aimed

of emphasizing this punishment value was to attract the students attention about

their inappropriate behavior that were addressed. This idea was in accordance

with Robinson‘s statement (1992, p. 161) that said, the core of punishment is to

attract child‘s attention so that he knows that his attitudes are unacceptable in the

society. For taking away one star was more attracting than just telling that they

did not get the star. Moreover, the existence of the concrete punishement caused

students realize the consequence of their behavior was to be considered seriously.

This was to be a response to Djamarah‘s statement (2005, p. 206-207) about the

aim of pedagogical or educational punishment in which able to make student feel

as a real grief or suffering so that student will regret and feel that he loses the love

of his teacher for a moment. The effectiveness was seen from the side of the

offendee. She cried and whimpered to get the star while in the first cycle she was

just being ignorance.

In the observation stage, alike with the first cycle there were four proofs

that recorded the implementation of the reward and punishment in learning

number three concept such as lesson plan, mentor‘s feedback, teacher educator‘s

observation sheet, and researcher‘s journal reflection. According to the data, all

the procedures of implementing reward and punishment were done in this second

cycle. If the first cycle there was only the second rule that was followed by the

explanation of the rationale behind, this second cycle the explanation of the

rationale behind the first rule was delivered by the researcher.

Mentor‘s checklist, teacher educator‘s observation sheet and researcher‘s

journal reflection recorded data result of implementing the reward and

punishment in improving the classroom discipline in learning number three

concept. Overall, it was found that in this second cycle, combined reward and

punishment was effective in improving the classroom discipline up to 96%.In its

limitation, the mentor‘s checklist showed that 90% of the students followed the

instructions given which were ―take three balls‖, ―throw the balls one by one‖,

―make number three in the air‖,―sit down on the carpet‖, ―stand up‖, and so on.

She also agreed that the students paid attention during the session. The

researcher‘s journal reflection described that some students did not follow the

researcher‘s instruction in terms of taking the amount of the plastic balls. The

minor off-task behavior which was played with the balls occured for a second

before the researcher gave the next instruction. The off-task behavior that was to

be the behavior target was one student who did not follow the instruction about

sitting on the carpet.The teacher educator‘s observation sheet stated thatseveral

students walked out of the carpet, even though at the end of the session all of the

students sat down on the carpet. These statements actually needed more

explanation. It was true that the students walked out of the carpet when taking the

balls, but as soon as they got the balls, they sat down back on the carpet. Since in

the middle of the session, all of the students were allowed to walk out of the

carpet to take the balls from the big pail and it inevitable that the students played

with the objects. However, students moreover in the very young age tended to

play whenever they were allowed to deal with the concrete objects. As long as

when the next instruction was given, the students could refocus on learning, this

situation did not count as a discipline problem.

If in the first cycle, the mentor checklist gave a check mark on the non-

exist indicator which was about raising-hand, in this second cycle, the mentor

checklistgave check mark on the statement that stated that there was no student

who disturbed friends but with a little addition note which stated that there was

few of the students who disturbed friends. However, disturbing friends were not

evident on other instruments, not the reflection journal, nor the teacher educator‘s

observation sheet. Even, the teacher educator‘s observation sheet even stated that

the classroom was positive, calm, and condusive for learning. Thus, the it could

be concluded that statement of no disturbing friend that was checked by the

researcher‘s mentorwas counted as another classroom indicator that was achieved

by the preschoolers. Lastly, the mentor‘s checklist recorded that, in this cycle the

students had shown that they begun to raise hand when going to the toilet.It was

also confirmed by researcher‘s journal reflection. Whereas, in the teacher

educator‘s observation sheet confirmed it implicitely. It was written that the

researcher reminded about the rules of raising hand. It wassuspected to be

happened when a student asked permission to go to the toilet. The student was

reminded to raise her hand first then so that she was allowed to go.

All was done as planned. The steps of implementing the effective reward

and punishment, as seen in Chapter two, were completely conducted added by

some improvements seemed to have the effectof increasing the percentage of the

classroom discipline. In the first cycle there were only 90% of the students that

showed three of the four classroom discipline‘s indicators but in this second cycle,

it increased became 96% (25 students) of the students covered up all of the four

indicators.Student A stillbroke the rule. It was acceptable because, as what had

been discussed firstly in the observation stage of the first cycle, this student was

treated like an adulthood by her parents. When showing disrespectful attitude, she

was rarely being reprimand. Rather, she was just told that her attitude was

unacceptable. Nevertheless, Kohlberg (as cited in Riyanto & Handoko, 2004, p.

22) had stated that the moral awareness of children in the preschoolers depends on

adult given consequence. The Scripture has also mentioned God‘s command to be

taught repeatedly to the children (Deuteronomy 11:19). It means that the young

children still need clear guidance and direction that help them understand what is

regarded as acceptable and unacceptable behavior or attitude. Student A was not

accustomed to see that her behavior was unacceptable, since there was no clear

consequence that followed after his behavior.

In the main activity, indeed, some of the students were off-task for a few

second. However, when they were given the next instruction, they followed.

Hence, the emphasize of implementing this reward and punishment as the ―rod

and stuff‖ for the students to be in the ―right path‖ (Van Brummelen, 2009, p.

102) was actually evident. When the students were given the next instruction, they

remembered that it was part of the rules and there must be a consequence for

following or not following them. The reward and punishment system itself was

not aimed to have all the things be on the researcher‘s control, but it was to be the

boundaries for the students to be kept on track. However, it was also to be a

concern for the researcher to establish clear instruction before, in the middle, and

after the activities, especially when the activity dealed with concrete materials.

For a good lesson structure was also have a great influence in maintaining the

students to be in the right path.

Since the standard of this research which was 100% of the students could

not attain each of the classroom discipline‘s indicators such as (1) follow

teacher‘s instruction, (2) eyes on the teacher (3) no disturbing friends, (4) raise

hand when going outside of the classroom, it could be concluded that this the

implementation of reward and punishment in the preschoolers could increase most

of the students discipline (96%) but not perfectly (100%).

According to Thompson, the basic characteristics of well-discipline

classroom were:

1) students and teacher know and understand the rules and procedures that guide the

entire class;

2) the focus is on learning and cooperative behavior

3) there is a persistent tone of mutual respect and even affection among students and

between students and their teacher.

However, as most of the students more became more like those characteristics,it

could be said that this classroom had truly improved its discipline. It was true

about Hurlock‘s statement (1999, p. 401-402) that said, children who discover

that rewards always follow approved behavior but punishments always follow

forbidden behavior will have a far stronger desire to avoid forbidden acts and to

engage in approved acts than they would have if they were uncertain about how

these acts would be treated.

The time was too short to view the permanent result of the students‘

discipline, however, at least the students experience the discipline condition in the

classroom in which the students learn that their what was regarding as acceptable

and unacceptable in the classroom and they were supported to behave as the

acceptable behavior. As Van Brummelen said (1998, p. 71), when the rules and its

consequence are reinforced consistently, we are providing fences within which we

and our students live and learn and make decisions. This control now likely comes

from the teacher, but then, they have them in their mindset. Discipline may now

come from outer authority, but then the students will have self-discipline to live a

holy life and to role their calling among the community. Thus, sanctification work

to transform the students to be Christ-like who is full of love, self-control,

responsible, obedience and also knowledgeable is occured.

Finally yet importantly, the main goal of reward and punishment is not for

students to pursue the prize, but to confirm themthattheyhad done things right or

wrong. It is an opportunity to redirect students: to strive against sin, to overcome

weakness, to build inner peace and righteousness, and to partake in the holiness of

God (Hebrews 12).

4.4 The Comparison of Cycle One and Cycle Two

The table below shows each cycle‘s steps so that the difference for each

would be visible and more obvious.

Table 4. 1The Comparison of Cycle One and Cycle Two

Stages Cycle One Cycle Two Conclusion

Planning Preparing the rules,

the stickers, and

the Bintangku

poster for the

reward and

punishment

system.

1) Planning to

explain the

rationale behind

the first ruleto

enact the initial

2) Planning to enact

the initial plan.

1) Explaining the

rationale of the rule

increased the

appreciaton of the

importance of the

2) Tangible

punishment was

more effective to

pull the students‘

attention that their

behavior was

unacceptable.

Action Rewards and

punishment

system was

implemented

incompletely.

All plans were

implemented

Students‘ awareness

about the unacceptable

behavior increased

when the punishment

given neither trivia nor

harsh.

Observation 1) 90% of the

students

attained three

indicators.

2) Three students

broke the

rules.

1) 96% of the

students attained

all four indicators.

2) One student broke

the rules

The preschoolers‘

classroom discipline

increased.

Reflection 1) The rationale

behind the first

rule was not

explained

2) The reward

punishment

system was

not enacted as

it was planned.

1) Explaining the

rationale behind a

rule helped the

students to

regulate their

behavior

according to the

1) The rationale

behind each rules

affected the

effectiveness of the

reward and

punishment system.

2) Combined reward

and punishment

could improve the

preschool‘s

classroom discipline

in both musik and

number lesson but

not perfectly.

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This last chapter discusses about the conclusions of the research and the

recommendations for better research and teaching-learning in the future. The

conclusion is based on discussion and analysis of the data results. The

recommendations were compiled from the reflections of strengths and weaknesses

found in this research.

5.1 Conclusions

The data results show that the implementation of reward and punishment

could improve most of the preschoolers‘ classroom discipline (96%) in music and

number lessons but not perfectly (100%). The mentor‘s checklist stated that 90% of

the 26 students were listening and following the instructions given by the researcher

during the session. The students‘ eyes were on the researcher. Students did not disturb

their friends. The students started to raise hands when they wanted to ask to go to the

toilet.

The teacher educator‘s observation sheet stated that the classroom atmosphere

was positive, calm, and conducive for learning. Even though there were several

students who did not sit on the carpet in the middle of the activity, but at the end of

the session, all of the students sat down on the carpet following the researcher‘s

instructions. It was stated that the researcher reminded the students about the rule of

raising their hands. It implicitly said that there were students who wanted to go to the

toilet. Lastly, it was stated that a better relationship was built between the researcher

and the students.

From the researcher‘s journal reflection, the target behavior which was doing

the opposite of the instructions was evident in only one student. Student A walked

around the classroom when the students were asked to sit down on the carpet. The

students indeed walked out of the carpet when they were asked to take the balls from

the pail. Some of the students did not take the balls in the amount aswas instructed

and some others played with the balls with friends.However, these behaviors were

counted as a discipline problem target since the students‘ attention could begathered

soon after the next instruction was given. It was also stated that one student raised her

hand when she wanted to go to the toilet.

From all of these instruments, it could be simply said that the 96% of the

students (25 students) had attained the four indicators of the preschoolers‘ classroom

discipline. The percentage had not reached the standard of this study which was

5.2 Recommendations

Several points below are recommendations for those who could possibly take

benefit in this research:

5.2.1 For teachers:

a) Classroom discipline should be maintained and evaluated frequently so that

the students‘ moral awareness could develop well.

b) When implementing a reward and punishment system, teachers should be

consistent; what was said must be enacted. So that, the students may learn to

respect the rules as well as the authority.

c) Teachers should also explain the rationale behind the rules emphasizing the

value of obedience and the connection between the students‘ behavior and

others‘ feeling.

d) Keep on the mind that reward and punishment work as a consequence that

comes up after behaviors; Neither as a bribe nor to frighten the students. It is

for the sake of love not the sake of power. For ―love is patient, love is kind,...

It is not rude; not self-seeking, not easily angered and it keeps no record of

wrongs (I Corinthians 13:4-5).‖

e) Teachers should consider the most effective stimuli that is going to be used as

the reward and the punishment.

5.2.2 For the researcher:

a) The researcher should improve her skills in implementing reward and

punishment in the classroom bylearning from her strengths and weaknesses.

b) The researcher should develop more disciplinary tecniques in different classes

or other school districts.

c) The researcher should make the instruments in detail so that the results could

be more precise.

d) The most importantly to be remembered, the researcher should be never tired

in training her students—wherever she is placed to be teaching—to develop

their self-discipline, as it is a provision for their life. As in Proverbs 2:7 it was

stated that, ―God gives helpful advice to everyone who obeys him and

protects all of those who live as they should.‖

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APPENDICES

APPENDIX A Lesson Plans & Mentor‘s Feedback

APPENDIX B Mentor‘s Checklists

APPENDIX C Teacher Educator‘s Observation Sheets

APPENDIX D Journal Reflections

APPENDIX E Photographs

APPENDIX F Christian Education Transformational Reflection Journal

APPENDIX A: Lesson Plans & Mentor’s Feedback

A-1 Lesson Plan of Cycle One

A-2 Mentor’s Feedback of Cycle One

A-3 Lesson Plan of Cycle Two

A-4 Mentor’s Feedback of Cycle Two

APPENDIX B: Mentor’s Checklists

B-1 Mentor’s Checklist of Cycle One

B-2 Mentor Checlist of Cycle Two

*Correction: There was no absent students in both cycles.

APPENDIX C: Teacher Educator’s Observation Sheets

C-1 Teacher Educator’s Observation Sheet of Precycle

C-2 Teacher Educator’s Observation Sheet of Cycle One

C-3 Teacher Educator’s Observation Sheet of Cycle Two

APPENDIX D: Journal Reflections

D-1 Journal Reflection July 26, 2011

D-2 Journal Reflection August 19, 2011

D-3 Journal Reflection September 26, 2011

D-4 Journal Reflection November 3, 2011

D-5 Journal Reflection November 4, 2011

APPENDIX E: Photographs

E-1 Bintangku Poster for Boys

E-1 Bintangku Poster for Girls

APPENDIX F: Christian Education Transformational Reflection Journal

F-1 Christian Education Transformational Journal Reflection of Cycle One

boys to come up to the front and showed us their best voice. I am very glad to see

F-2 Christian Education Transformational Reflection Journal of Cycle Two

their friend. So that I came back to the front and instructed them altogether counted the ball they

were holding one to three. After that, I asked them to throw up their balls one by one

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